UNITED STATES HISTORY TO 1860

In fourth grade, students begin the formal study of United States history. At this grade, the four strands of history, geography, civics, and economics are fully integrated. Students begin their study of United States history with the development of Native American cultures and conclude with the antebellum period ending in 1860. The geography strand emphasizes the influence of geography on early U. S. history. The civics strand emphasizes concepts and rights development during the formation of our government. The economics strand uses material from the historical strand to further understanding of economic concepts.

Our Social Studies Textbook

http://www.harcourtschool.com/menus/auto/19/22_pt_2.html

Harcourt Horizons Social Studies Textbook

http://harcourtschool.com/menus/auto/20/214.html

Scott Foresman Social Studies Textbook

http://www.sfsocialstudies.com/g5/index.html

Houghton Mifflin Social Studies Textbook

http://www.eduplace.com/kids/socsci/ga/books/bke1/

http://www.eduplace.com/ss/socsci/ga/books/bke1/ilessons/index.html

Historical Understandings

SS4H1 The student will describe how early Native American cultures developed in North America.

Learn About Native American Cultures

http://www.ahsd25.k12.il.us/Curriculum%20Info/NativeAmericans/Index.html

Native American Chart

http://www.mce.k12tn.net/indians/navigation/native_american_chart.htm

http://www.mce.k12tn.net/indians/navigation/native_american_territories.htm

http://www.mce.k12tn.net/indians/blueprint/conflict.htm

http://www.mce.k12tn.net/indians/teaching/native_american_art_design.htm

Native American Interactive Powerpoint

http://public.doe.k12.ga.us/DMGetDocument.aspx/Grade%204%20-%20Unit%202%20-%20Attachment%202%20-%20Native%20American%20Interactive%20PowerPoint.pps?p=6CC6799F8C1371F666CC6F1C88F182FB4D27CBE9C0B5BEDF12643E568FB72EA0&Type=D

http://inkido.indiana.edu/w310work/romac/native.htm

United States blank outline map

http://www.eduplace.com/ss/maps/pdf/us_nl.pdf

a. Locate where the American Indians settled with emphasis on Arctic (Inuit), Northwest (Kwakiutl), Plateau (Nez Perce), Southwest (Hopi), Plains (Pawnee), and Southeastern (Seminole).

Inuit (Arctic)

http://nativeamericans.mrdonn.org/arctic/inuit.html

http://nativeamericans.mrdonn.org/arctic/shaman.html

http://www.mce.k12tn.net/indians/reports3/inuit2.htm

http://www.ih.k12.oh.us/ps/Inuit/Maininuit.htm

http://www.ih.k12.oh.us/ps/Inuit/inuit.htm

http://www.ih.k12.oh.us/ps/Inuit/inuit_food.htm

http://www.ih.k12.oh.us/ps/Inuit/inuitclothing.htm

http://www.ih.k12.oh.us/ps/Inuit/inuithouses.htm

http://www.windows.ucar.edu/tour/link=/earth/polar/inuit_image_gallery.html

http://www.hwdsb.on.ca/aagreenleaf/Inuit%20folder/index.htm

Kwakiutl (Northwest)

http://nativeamericans.mrdonn.org/homes.html#plank

http://www.northwest-art.com/KwakiutlOrcaPage.htm

http://projects.edtech.sandi.net/kimbrough/kwakiutl/susu_story.htm

http://projects.edtech.sandi.net/kimbrough/kwakiutl/kwakiutl_final_test.htm

http://scottloomis.net/resources/Totem+Pole+24+PowerPoint+Activity+$28Mac$29.ppt

http://www.kwakiutl.bc.ca/

Nez Perce (Plateau)

http://192.211.16.13/curricular/empire/PGAENezPerce.ppt

http://www.montgomeryschoolsmd.org/schools/wellerroades/documents/Fourth%20Grade/Hancock/Nez%20Perce%20Final%20Project.ppt

http://nativeamericans.mrdonn.org/northwest.html

http://inkido.indiana.edu/w310work/romac/nwindian.htm

Hopi (Southwest)

http://www.franklin.ma.us/PPT/Hopi.ppt

http://nativeamericans.mrdonn.org/southwest/hopi.html

http://nativeamericans.mrdonn.org/homes.html#adobe

Pawnee (Plains)

http://nativeamericans.mrdonn.org/plains/pawnee.html

http://nativeamericans.mrdonn.org/plains/buffalo.html

http://nativeamericans.mrdonn.org/plains/teepees.html

http://nativeamericans.mrdonn.org/homes.html#teepees

http://nativeamericans.mrdonn.org/stories/medicineman.html

http://nativeamericans.mrdonn.org/plains/horse2.html

http://www.troy.k12.oh.us/~hk/Nathan-Hoffman/PowerPoints/Plains%20power%20point%203.ppt

http://www.westamwellschool.org/grades/third/s_s_presntns/Plains%20NA.pdf

Seminole (Southeastern)

http://nativeamericans.mrdonn.org/southeast/seminole.html

http://www.seminoletribe.com/culture/chickee.shtml

http://nativeamericans.mrdonn.org/homes.html#chickees

http://www.seminoletribe.com/culture/clothing.shtml

b. Describe how the American Indians used their environment to obtain food, clothing, and shelter.

http://www.reesetipis.com/indian_dwellings.cfm

http://www.kstrom.net/isk/maps/houses/housingmap.html

Georgia Standards Attachments

http://public.doe.k12.ga.us/DMGetDocument.aspx/Fourth%20Grade%20-%20Unit%202%206-17-08%20FINAL.pdf?p=6CC6799F8C1371F6DCF619437DA92319CDA21F60B0E7C470E644F5043FE0F14C&Type=D

SS4H2 The student will describe European exploration in North America.

a. Describe the reasons for, obstacles to, and accomplishments of the Spanish, French, and English explorations of John Cabot, Vasco Nunez Balboa, Juan Ponce de Leon, Christopher Columbus, Henry Hudson, and Jacques Cartier.

All About Early Explorers

http://www.allaboutexplorers.com/explorers/

http://www.teachervision.fen.com/tv/printables/0876287887_explorers.pdf

http://mysite.cherokee.k12.ga.us/personal/bill_burton/site/Explorer%20Matc/ExplorerEveryThing8.swf

Explorer Timeline

http://library.thinkquest.org/4034/timeline2.html

http://www.studyzone.org/testprep/ss5/b/impatica/timeline.html

Why Explorers Explored

http://library.thinkquest.org/J002678F/why.htm?tqskip1=1

John Cabot

http://www.allaboutexplorers.com/explorers/cabot.html

http://www.enchantedlearning.com/explorers/page/c/cabot.shtml

http://library.thinkquest.org/J002678F/john_cabot.htm

http://www.sfsocialstudies.com/g5/u2/cabot.html

http://wt2.cherokee.k12.ga.us/bill.burton/FlashFiles/EuropeanExplorers8.swf

http://www.studyzone.org/testprep/ss5/b/majorexl.cfm

Vasco Nunez Balboa

http://library.thinkquest.org/J002678F/balboa.htm

http://www.enchantedlearning.com/explorers/page/b/balboa.shtml

http://www.allaboutexplorers.com/explorers/balboa.html

http://www.sfsocialstudies.com/g5/u2/balboa.html

http://wt2.cherokee.k12.ga.us/bill.burton/FlashFiles/EuropeanExplorers8.swf

Juan Ponce de Leon

http://library.thinkquest.org/J002678F/ponce_de_leon.htm

http://www.enchantedlearning.com/explorers/page/d/deleon.shtml

http://www.allaboutexplorers.com/explorers/deleon.html

http://www.sfsocialstudies.com/g5/u2/ponce.html

Christopher Columbus

http://library.thinkquest.org/J002678F/columbus.htm

http://www.enchantedlearning.com/explorers/page/c/columbus.shtml

http://www.allaboutexplorers.com/explorers/columbus.html

http://www.sfsocialstudies.com/g5/u2/columbus.html

http://www.columbusnavigation.com/ships.shtml

http://www.bbc.co.uk/schools/famouspeople/standard/columbus/index.shtml#focus

Henry Hudson

http://www.enchantedlearning.com/explorers/page/h/hudson.shtml

http://www.ianchadwick.com/hudson/

http://www.ianchadwick.com/hudson/voyage_all.htm

http://en.wikipedia.org/wiki/Northwest_Passage

http://en.wikipedia.org/wiki/Image:Northwest_passage.jpg

http://www.pbs.org/empireofthebay/maps/hudson.html

http://www.allaboutexplorers.com/explorers/hudson.html

http://www.sfsocialstudies.com/g5/u2/hudson.html

http://wt2.cherokee.k12.ga.us/bill.burton/FlashFiles/EuropeanExplorers8.swf

Jacque Cartier

http://upload.wikimedia.org/wikipedia/commons/b/b2/Cartier.png

http://library.thinkquest.org/J002678F/jacques_cartier.htm

http://www.enchantedlearning.com/explorers/indexc.shtml

http://schools.roundrockisd.org/ForestNorth/Biographies/jacque_cartier.htm

http://www.allaboutexplorers.com/explorers/cartier.html

http://www.sfsocialstudies.com/g5/u2/cartier.html

http://www.dowslane.org/indexhh.htm

http://wt2.cherokee.k12.ga.us/bill.burton/FlashFiles/EuropeanExplorers8.swf

Explorer Jeopardy

http://www.paducah.k12.ky.us/curriculum/Jeopardy/explorer.ppt#1

b. Describe examples of cooperation and conflict between Europeans and Native Americans.

http://www.mandygregory.com/Documents/ExplorerTest.doc

SS4H3 The student will explain the factors that shaped British colonial America.

Jamestown

http://www.historyglobe.com/jamestown/jamestown.swf

http://www.virtualjamestown.org/interactive.html

http://www.bbc.co.uk/schools/famouspeople/standard/pocahontas/index.shtml#focus

http://streaming.discoveryeducation.com/videos/The%20English%20Come%20to%20America%20Jamestown%20to%20Plymouth/482_BM.pdf

http://www.maryamesmitchell.com/Genealogy/MayflowerPart1.html

Pilgrims

http://www.scholastic.com/scholastic_thanksgiving/

Voyage on the Mayflower

http://www.scholastic.com/scholastic_thanksgiving/voyage/index.htm

http://www.scholastic.com/scholastic_thanksgiving/daily_life/

The First Thanksgiving

http://www.scholastic.com/scholastic_thanksgiving/feast/

http://www.scholastic.com/scholastic_thanksgiving/feast/webquest.htm

The Thirteen American Colonies

http://www.socialstudiesforkids.com/articles/ushistory/13colonies1.htm

Major Industries of Colonial America

http://www.socialstudiesforkids.com/articles/ushistory/13colonies2.htm

http://www.studyzone.org/testprep/ss5/b/impatica/depmodenv.html

a. Compare and contrast life in the New England, Mid-Atlantic, and Southern colonies.

http://www.mce.k12tn.net/colonial_america/colonial_america.htm

The 13 Colonies

http://jc-schools.net/write/13colonies_files/frame.htm

http://home.earthlink.net/~gfeldmeth/colchart.html

http://www.websterschools.org/classrooms/state_library/colonies.html

An Interactive Map of the 13 Colonies

http://www.socialstudiesforkids.com/graphics/13mapnew.htm

b. Describe colonial life in America as experienced by various people, including large landowners, farmers, artisans, women, indentured servants, slaves, and Native Americans.

Daily Life in Colonial America

http://www.history.org/kids/

http://library.thinkquest.org/11683/High.html

http://www.studyzone.org/testprep/ss5/c/dailylifel.cfm

http://www.studyzone.org/testprep/ss5/c/dailylifep.cfm

http://www.studyzone.org/testprep/ss5/c/dailylifep2.cfm

http://www.studyzone.org/testprep/ss5/b/impatica/american-economy-the-beginning.html

Colonial America

http://library.thinkquest.org/J002611F/invitation.htm

Colonial Kids

http://library.thinkquest.org/J002611F/

What is It?

http://www.harcourtschool.com/activity/what_is_it/index.html

Investigating the First Thanksgiving

http://www.plimoth.org/education/olc/index_js2.html#

Understanding Slavery

http://school.discoveryeducation.com/schooladventures/slavery/world.html

SS4H4 The student will explain the causes, events, and results of the American Revolution.

The American Revolution

http://www.quia.com/servlets/quia.activities.common.ActivityPlayer?AP_rand=488475369&AP_activityType=1&AP_urlId=558159&gameType=list

http://www.mce.k12tn.net/revolutionary_war/american_revolution.htm

Causes of the American Revolution

http://www.multied.com/revolt/causes.html

http://www.studyzone.org/testprep/ss5/b/causrev.cfm

Events Leading to the Revolutionary War

http://www.mce.k12tn.net/revolutionary_war/american_revolution.htm

Proclamation of 1763

http://www.u-s-history.com/pages/h1209.html

http://www.csulb.edu/~aisstudy/nae/chapter_1/001_002_1.53.jpg

Voices of the American Revolution

http://library.thinkquest.org/TQ0312848/home.htm

a. Trace the events that shaped the revolutionary movement in America, including the French and Indian War, British Imperial Policy that led to the 1765 Stamp Act, the slogan “no taxation without representation,” the activities of the Sons of Liberty, and the Boston Tea Party.

Key Events of the American Revolution

http://library.thinkquest.org/11683/High.html

United We Stand

http://www.beaconlearningcenter.com/WebLessons/UnitedWeStand/F2002.htm

Thomas Paine's Common Sense

http://www.earlyamerica.com/earlyamerica/milestones/commonsense/

The Stamp Act

http://library.thinkquest.org/TQ0312848/stact.htm

The Boston Massacre

http://library.thinkquest.org/TQ0312848/bmassacre.htm

The Boston Tea Party

http://www.earlyamerica.com/review/2005_winter_spring/boston_tea_party.htm

b. Explain the writing of the Declaration of Independence; include who wrote it, how it was written, why it was necessary, and how it was a response to tyranny and the abuse of power.

The Declaration of Independence

http://www.earlyamerica.com/earlyamerica/freedom/doi/

http://www.historyforkids.org/learn/northamerica/after1500/government/declaration.htm

c. Describe the major events of the Revolution and explain the factors leading to American victory and British defeat; include the Battles of Lexington and Concord and Yorktown.

http://www.mandygregory.com/Social%20Studies/Revolutionary%20War%20Battles.ppt

http://library.thinkquest.org/11683/High.html

http://yorkcountyschools.org/teachers/wpelkey/American%20Revolution/Americna%20Rev%20Events.ppt#1

Battle Analysis Map

http://www.eduplace.com/ss/maps/pdf/colonies.pdf

Road to Revolution Game

http://www.pbs.org/ktca/liberty/road.html

The Battle of Lexington and  Concord

http://library.thinkquest.org/TQ0312848/boflandc.htm

http://library.thinkquest.org/10966/data/lexnton.shtml

The Battle of Saratoga

http://www.earlyamerica.com/earlyamerica/maps/saratogamap/

http://library.thinkquest.org/10966/data/sarat.shtml

The Battle of Bunker Hill

http://www.earlyamerica.com/earlyamerica/maps/bunkerhill/

The Shot Heard Around the World

http://www.earlyamerica.com/shot_heard.htm

Battle of Yorktown

http://www.earlyamerica.com/earlyamerica/maps/yorkmap/

http://library.thinkquest.org/10966/data/yorktn.shtml

The Treaty of Paris

http://www.earlyamerica.com/earlyamerica/maps/peace/

Revolutionary War Quiz

http://www.quia.com/quiz/100643.html

http://yorkcountyschools.org/teachers/wpelkey/American%20Revolution/War%20for%20Independence.ppt#1

http://www.nebo.edu/misc/learning_resources/ppt/6-12/revolution.ppt#1

d. Describe key individuals in the American Revolution with emphasis on King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, and John Adams.

http://library.thinkquest.org/11683/High.html

http://library.thinkquest.org/TQ0312848/people.htm

http://www.quia.com/jg/328394list.html

The Life of King George

http://library.thinkquest.org/TQ0312848/kgeorge.htm

The Life of George Washington

http://www.earlyamerica.com/gwlifemovie2.htm

http://www.mountvernon.org/virtual/vrtour.html

http://www.georgewashington.si.edu/portrait/index.html

The Ben Franklin Story

http://www.earlyamerica.com/ben-movie.htm

The Life of Thomas Jefferson

http://library.thinkquest.org/TQ0312848/tjefferson.htm

http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/presidents/jefferson

http://www.loc.gov/exhibits/jefferson/jeffdec.html

The Treason of Benedict Arnold

http://www.earlyamerica.com/benedict.html

The Life of Patrick Henry

http://library.thinkquest.org/TQ0312848/phenry.htm

The Life of John Adams

http://library.thinkquest.org/TQ0312848/jadams.htm

http://yorkcountyschools.org/teachers/wpelkey/American%20Revolution/Revolutionary%20People.ppt#11

SS4H5 The student will analyze the challenges faced by the new nation.

Declaring Independence

http://www.earlyamerica.com/independence.htm

a. Identify the weaknesses of the government established by the Articles of Confederation.

Articles of Confederation

http://yorkcountyschools.org/teachers/wpelkey/Constitutional%20Period/Articles%20of%20Confederation.ppt#1

http://congressforkids.net/Independence_articles.htm

http://www.earlyamerica.com/earlyamerica/milestones/articles/

b. Identify the major leaders of the Constitutional Convention (James Madison and Benjamin Franklin) and describe the major issues they debated, including the rights of states, the Great Compromise, and slavery.

Delegates to the Constitutional Convention

http://congressforkids.net/Constitution_delegates.htm

Rights of States and Great Compromise

http://congressforkids.net/Constitution_greatcompromise.htm

c. Identify the three branches of the U. S. government as outlined by the Constitution, describe what they do, how they relate to each other (checks and balances and separation of power), and how they relate to the states.

Ben's Guide to the Three Branches of Government

http://bensguide.gpo.gov/3-5/government/branches.html

Checks and Balances

http://congressforkids.net/Constitution_checksandbalances.htm

The Constitution for Kids

http://www.usconstitution.net/constkidsK.html

Goverance and Civics Powerpoint

http://classroom.jc-schools.net/SS-units/presentations/4Government.ppt

The Three Branches of Government

http://www.trumanlibrary.org/whistlestop/teacher_lessons/3branches/1.htm

http://www.lexington1.net/technology/instruct/ppts/ss/3%20Branches%20of%20Gov.ppt#1

The Three Branches of Government Webquest

http://www.madison.k12.ky.us/district/projects/WebQuest/Govern/branches.htm

d. Identify and explain the rights in the Bill of Rights, describe how the Bill of Rights places limits on the power of government, and explain the reasons for its inclusion in the Constitution in 1791.

Constitution Kids Konnect

http://www.kidskonnect.com/component/option,com_alphacontent/section,4/cat,16/task,view/id,437/Itemid,31/

Bill of Rights

http://bensguide.gpo.gov/3-5/citizenship/rights.html

Bill of Rights Game

http://www.constitutioncenter.org/explore/ForKids/index.shtml

e. Describe the causes of the War of 1812; include burning of the Capitol and the White House.

War of 1812

http://galafilm.com/1812/e/intro/index.html

http://americanhistory.about.com/library/timelines/bltimelinewar1812.htm

http://www.kidskonnect.com/component/option,com_alphacontent/section,4/cat,16/task,view/id,285/Itemid,31/

War of 1812 Quiz

http://www.galafilm.com/1812/e/quiz/quiz_easy.html

SS4H6 The student will explain westward expansion of America between 1801 and 1861.

a. Describe territorial expansion with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Texas (the Alamo and independence), Oregon (Oregon Trail), and California (Gold Rush and the development of mining towns).

Westward Expansion

http://www.animatedatlas.com/movie2.html

http://teachers.emints.org/mathysl/missouri.html#Westward%20Expansion

Map of the United States in 1803

http://www.earlyamerica.com/earlyamerica/maps/louisianapurchase/colormap.htm

Louisiana Purchase

http://members.enchantedlearning.com/history/us/1800/louisianapurchase/index.shtml?p

http://www.civics-online.org/library/formatted/images/lpurchase.html

http://simeonca.org/ourpages/auto/2007/11/15/1195148886303/Louisiana%20Purchase.ppt

http://americanhistory.mrdonn.org/louisianapurchase.html

Lewis and Clark Homepage

http://www.nps.gov/archive/jeff/LewisClark2/HomePage/HomePage.htm

http://www.lewisclark.net/timeline/index.html

Lewis and Clark Venture West

http://www.mrnussbaum.com/lcflash.htm

http://members.enchantedlearning.com/explorers/page/l/lewisandclark.shtml?p

http://www.ballard-tighe.com/eaweb/interactiveonline/activities/ea5_2.swf

http://nationalgeographic.com/west/main/html 

http://www.usmint.gov/kids/games/LewisClarkAdventure/

http://monticello.org/jefferson/lewisandclark/packinglist.html

http://www.nationalgeographic.com/west/index.html

http://www.nps.gov/archive/jeff/LewisClark2/Activities&Kids/Quizzes/Quizzes.htm

Acquisition of Texas

The Mexican-American War

http://www.socialstudiesforkids.com/articles/ushistory/mexicanamericanwar1.htm

"Remember the Alamo"

http://www.socialstudiesforkids.com/wwww/us/alamodef.htm

Battle of San Jacinto

http://www.socialstudiesforkids.com/wwww/us/sanjacintodef.htm

Treaty of Guadalupe Hidalgo

http://www.socialstudiesforkids.com/wwww/us/guadalupehidalgodef.htm

Oregon Trail Map

http://www.historyglobe.com/ot/otmap1.htm

http://skenoyer.org/west.html

The Gold Rush

http://teachers.emints.org/mathysl/missouri.html#Gold%20Rush

http://calgoldrush.com/

b. Describe the impact of the steamboat, the steam locomotive, and the telegraph on life in America.

http://www.mce.k12tn.net/industrial_nation/invention_timeline2.htm

http://www.mce.k12tn.net/industrial_nation/inventions.htm

SS4H7 The student will examine the main ideas of the abolitionist and suffrage movements.

a. Discuss biographies of Harriet Tubman and Elizabeth Cady Stanton.

Biography of Harriett Tubman

http://www.socialstudiesforkids.com/articles/ushistory/harriettubman1.htm

http://members.enchantedlearning.com/history/us/aframer/tubman/index.shtml?p

http://members.enchantedlearning.com/history/us/aframer/tubman/printoutnopicture.shtml?p

http://www.nationalgeographic.com/railroad/j1.html

Biography of Elizabeth Cady Stanton

http://members.enchantedlearning.com/history/us/people/s/stanton/index.shtml?p

b. Explain the significance of Sojourner Truth’s address (“Ain’t I a Woman?” 1851) to the Ohio Women’s Rights Convention.

Geographic Understandings

SS4G1 The student will be able to locate important physical and man-made features in the United States.

a. Locate major physical features of the United States; include the Atlantic Coastal Plain, Great Plains, Continental Divide, the Great Basin, Death Valley, Gulf of Mexico, St. Lawrence River, and the Great Lakes.

b. Locate major man-made features; include New York City, NY; Boston, MA; Philadelphia, PA; and the Erie Canal.

http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g2_u2/index.html#top

SS4G2 The student will describe how physical systems affect human systems.

a. Explain why each of the native American groups (SS4H1a) occupied the areas they did, with emphasis on why some developed permanent villages and others did not.

b. Describe how the early explorers (SS4H2a) adapted, or failed to adapt, to the various physical environments in which they traveled.

c. Explain how the physical geography of each colony helped determine economic activities practiced therein.

d. Explain how each force (American and British) attempted to use the physical geography of each battle site to its benefit (SS4H4c).

e. Describe physical barriers that hindered and physical gateways that benefited territorial expansion from 1801 to 1861 (SS4H6a).

Government/Civic Understandings

SS4CG1 The student will describe the meaning of

a. Natural rights as found in the Declaration of Independence (the right to life, liberty, and the pursuit of happiness).

b. “We the people” from the Preamble to the U.S. Constitution as a reflection of consent of the governed or popular sovereignty.

c. The federal system of government in the U.S.

SS4CG2 The student will explain the importance of freedom of expression as written in the First Amendment to the U. S. Constitution.

The First Amendment Explained

http://www.freedomforum.org/packages/first/curricula/educationforfreedom/supportpages/L01-FirstAmendmentExplained.htm

SS4CG3 The student will describe the functions of government.

a. Explain the process for making and enforcing laws.

Why Do We Have Laws?

http://library.thinkquest.org/5873/whydowe.htm

How a Bill Becomes a Law

http://library.thinkquest.org/5873/howabill.htm

b. Explain managing conflicts and protecting rights.

c. Describe providing for the defense of the nation.

d. Explain limiting the power of people in authority.

e. Explain the fiscal responsibility of government.

SS4CG4 The student will explain the importance of Americans sharing certain central democratic beliefs and principles, both personal and civic.

a. Explain the necessity of respecting the rights of others and promoting the common good.

b. Explain the necessity of obeying reasonable laws/rules voluntarily, and explain why it is important for citizens in a democratic society to participate in public (civic) life (staying informed, voting, volunteering, communicating with public officials).

The Democrary Project - Voting

http://pbskids.org/democracy/vote/index.html

http://www2.lhric.org/pocantico/election/election.htm

SS4CG5 The student will name positive character traits of key historic figures and government leaders (honesty, patriotism, courage, trustworthiness).

Economic Understandings

SS4E1 The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events.

http://www.socialstudiesforkids.com/articles/economics/theimportanceoftrade1.htm

http://www.socialstudiesforkids.com/articles/economics/scarcityandchoices1.htm

http://www.sikeston.k12.mo.us/skelso/Social%20Studies/SS%20Econ%20Words.htm#Goods

http://www.studyzone.org/testprep/ss5/b/ecosanddl.cfm

http://www.studyzone.org/testprep/ss5/b/ecosndli.cfm

Econopolis

http://library.thinkquest.org/3901/?tqskip1=1

http://www.sikeston.k12.mo.us/skelso/Social%20Studies/Economics.htm

Economics Jeopardy

http://www.sikeston.k12.mo.us/mgilmer/EconJeopardy_files/frame.htm

Barter vs. Money

http://classroom.jc-schools.net/SS-units/PPT-games/baseball-universelesson.ppt

a. Describe opportunity costs and their relationship to decision-making across time (such as decisions to send expeditions to the New World).

b. Explain how price incentives affect people’s behavior and choices (such as colonial decisions about what crops to grow and products to produce).

c. Describe how specialization improves standards of living (such as how specific economies in the three colonial regions developed).

d. Explain how voluntary exchange helps both buyers and sellers (such as prehistoric and colonial trade in North America).

e. Describe how trade promotes economic activity (such as how trade activities in the early nation were managed differently under the Articles of Confederation and the Constitution).

f. Give examples of technological advancements and their impact on business productivity during the development of the United States.

SS4E2 The student will identify the elements of a personal budget and explain why personal spending and saving decisions are important.

http://www.socialstudiesforkids.com/articles/economics/makingabudget1.htm

Map and Globe Skills

http://my.hrw.com/ss2/ss06_07_08/student/flash/wgusa_m2nwf_phL2/layer_viewer.html

http://jc-schools.net/write/socst/readingmaps.ppt

http://olc.spsd.sk.ca/DE/k9mod/Mapskill/mod3fl5.swf

1. use cardinal directions

2. use intermediate directions

3. use a letter/number grid system to determine location

4. compare and contrast the categories of natural, cultural, and political features found on maps

5. use inch to inch map scale to determine distance on map

6. use map key/legend to acquire information from, historical, physical, political, resource, product and economic maps

7. use a map to explain impact of geography on historical and current events

8. draw conclusions and make generalizations based on information from maps

9. use latitude and longitude to determine location

http://www.coolschool.ca/content/showcase/content/socials/latlong.swf

http://www.mcwdn.org/MAPS&GLOBES/LatitudeQuiz.html

http://www.openschool.bc.ca/features/ss9_extas/long-lat.swf

10. use graphic scales to determine distances on a map

11. compare maps of the same place at different points in time and from different perspectives to determine changes, identify trends, and generalize about human activities

12. compare maps with data sets (charts, tables, graphs) and /or readings to draw conclusions and make generalizations

Powerpoint for Map Elements

http://www.hazelwood.k12.mo.us/~cdavis01/map2000/4th/year01.ppt#1

Road Maps

http://www.harcourtschool.com/activity/road_maps/

Reading Maps

http://jc-schools.net/write/socst/readingmaps.ppt

Play GeoNet

http://eduplace.com/geonet/

Social Studies Skill Tutor

http://www.phschool.com/curriculum_support/ss_skills_tutor/#