Arlington Public Schools Grade 4 Social Studies Curriculum Map
created 9/2009
Authors: Christine Capaldo, Annette Brubaker, Nicole Fraktman, Julie Harrington, Kerry Dunne, Leeanna Labenski, Sarah Marie Jette, Deb Martin,
Janet Welby, Marea Mullen, Lindsey Marshall, Don Miller, Julie Harrington, Jessica Karwowski
Essential Content
Introductory Unit on Mapping Skills, and Teosinte, El Salvador (Sept.- Oct 15)
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On a map identify
North America,
including the U.S.,
Mexico, Canada,
Atlantic and Pacific
Oceans
Interpret a map using
title, compass rose, scale,
and legend
Identify lines of latitude
and longitude, Prime
Meridian and the
Equator
Examine different types
of maps eg. political and
physical
Identify U.S. states and
capitals
Identify landforms
Locate and label El
Salvador, Mexico,
Guatemala, Honduras,
Nicaragua, Costa Rica
on a map
Explain the relationship
between the climate and
natural resources of El
Salvador and its
economy
Mass DESE Social Studies
Frameworks 4.8, 4.9, 4.10,
4.27, and 4.28
Essential Questions
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Locate the major
regions of the U.S.
Identify major lakes,
mountain ranges,
rivers, and bays
Be able to determine
specific locations
using, latitude,
longitude and a
compass rose
Explain how
proximity to the
equator or the North
and South Poles
affects the climate of
an area
Compare and contrast
the daily life of people
living in Teosinte to
the people living in
Arlington
On a map of North
and South America
locate Mexico and the
countries of Central
America
Describe the climate
and natural resources
of El Salavador and
explain their
relationship to the
economy of this
region.
Literature and Arts Connections(Recommended)
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El Salvador the People and Culture Greg Nickles
El Salvador the Land Greg Nickles
A Movie in My Pillow Jorge Argueta
Magic Dogs of the Volcanoes Manlio Argueta
Alfredito Flies Home Jorge Argueta and Luis Garay
Assessments/Activities
 Familiarize
students with the
culture of Teosinte
to determine
audience for letter
writing activity
 Explore culture
through literature
 Make a dictionary
of geographic terms
 Make a world with
landforms from clay
 Create a compass
rose
 Make a make of
your neighborhood
 Create and color a
physical map of the
U.S. include title,
key and compass
rose
 Label the U.S.
regions on a
political map
include states,
capitals and major
cities
Northeast
Arlington Public Schools Grade 4 Social Studies Curriculum Map
created 9/2009
Authors: Christine Capaldo, Annette Brubaker, Nicole Fraktman, Julie Harrington, Kerry Dunne, Leeanna Labenski, Sarah Marie Jette, Deb Martin,
Janet Welby, Marea Mullen, Lindsey Marshall, Don Miller, Julie Harrington, Jessica Karwowski
 Identify and locate on a
map the states, capitals and
major cities (New York
City, Lowell, Philadelphia,
Baltimore, Washington,
D.C.)
 Lifestyle of Iroquois
 Immigration to Ellis
Island (focus on Western
Europeans)
 Natural resources
(water, trees, rocks, soil)
 Describe the Northeast
weather and climate
 Identify and describe
major monuments and
historical sites in
Washington, D.C.
Mass DESE Social Studies
Frameworks , 4.9- 4.13,
4.15B
 What role did Ellis
Island play in the
settlement of immigrants
in the Northeast (Western
Europeans)?
 Describe the Iroquois'
way of life and their
influence to the Northeast
region.
 How did the drastic
change in climate affect
the settlement of people to
the Northeast Region?
 How do the major
monuments and historical
sites in and around
Washington, D.C. impact
the understanding of our
country's history and
culture?
Literature/Reading
 Social Studies Alive Regions of Our Country Chapters 4 and 5
 National Geographic Leveled Readers: Explore the Northeast 978-0-7922-54577,
The Northeast Today 0-7922-4532-6, The Northeast Its History and People0-79228611-1
Art Connections
 http://www.artmuseums.com/scrimshaw.htm (scrimshaw)
 http://www.artpartnersprogram.com/archive/elem3.htm (LESSON PLAN:
Native North American People: The Haudenosaunee(a.k.a.the Iroquois); culture,
lifeways, artistry
 http://www.iroquoismuseum.org/ve2.htm (Iroquois basktemaking,
beadworking, cornhusk work, painting, pottery, sculpture)
 Sarah Gurley lesson plan on scrimshaw:
http://www.pinellas.k12.fl.us/CI/SocialStudies/files/CE7A0F84F0994094AFC2D97
E4C2B0D39.doc
Music Connections:
 Contra Dance (traditional British/French folkdance)
Resource The Chimes of Dunkirk (book and cd,) edited by Peter Amidon, Mary
Cay Brass, Andy Davis, New England Dancing Masters Productions,, Brattleboro
Vermont, 1991.
 New England Sea Shanties (influenced by English sea shanties and African
slave songs, common on whaling and trade vessels in the mid 1800’s)
Recordings: Cape Cod Shanty, Peddler's Pack: A Collection of Early Colonial
Songs, Jim Douglas, Singer/Songwriter
Cape Cod Shanty, Songs to Grow On, Vol. 2: School Days,Charity
Bailey,Singer/Songwriter
-Create a topographical
map of a state in a
region working in
pairs. Put the pieces
together like a puzzle
and display when
complete.
-Make landforms out of
clay.
 Social Studies
Alive: A Train tour of
the Northeast
 Social Studies
Alive: Population
Density and Life in the
Northeast
Southeast
Arlington Public Schools Grade 4 Social Studies Curriculum Map
created 9/2009
Authors: Christine Capaldo, Annette Brubaker, Nicole Fraktman, Julie Harrington, Kerry Dunne, Leeanna Labenski, Sarah Marie Jette, Deb Martin,
Janet Welby, Marea Mullen, Lindsey Marshall, Don Miller, Julie Harrington, Jessica Karwowski
 Identify and locate on a
map the states, capitals and
major cities (Miami, New
Orleans, Memphis,
Charleston)
 Lifestyle of the
Cherokee
 Slavery in the South
 Civil Rights Movement
 Natural Resources
(water, soil, mines, cotton)
 Describe the advantages
and disadvantages to the
Southeast weather and
climate
 Identify and describe
major landforms
(Everglades, Mississippi
River, Appalachian
Mountains) and cultural
centers (Cape Canaveral,
New Orleans, Grand Ole,
Graceland, Walt Disney
World, Epcot) in the region
Mass DESE Social Studies
Frameworks , 4.9- 4.13,
4.15B
 How did the
importation of the African
slaves impact the
development of the
Southeast?
 Describe the
Cherokee's way of life
and their influence to the
Southeast region
 How did the mild
winters of the Southeast
region affect the
settlement of people to the
region?
 Describe the ways
that fertile soil
and the mining
industry affect the
economy of the Southeast
region
 How did the
landforms and cultural
centers affect the
influence on our country's
history?
Reading/Literature:
 Social Studies Alive Regions of Our Country Chapters 6 and 7
National Geographic leveled readers: The Southeast Its History and People 0-79228613-8, The Southeast Today 0-7922-4533-4, Explore the Southeast 0-7922-5459-7
Art connections:
 http://www.quiltsofgeesbend.com/ (Gee’s Bend Quilts)
 The Cherokee (American Indian Art and Culture Series) by Rennay Craats,
Marilyn Wynn (Photographer), Marilyn "Angel" Wynn (Photographer)
ISBN: 0791079600; Publisher: Chelsea House Publishers; Pub. Date: January 2004
 http://www.cherokee.org/Culture/CherokeeArts/Cat/Default.aspx (Cherokee
arts)
Music Connections:
 Gullah and Georgia Sea Island music and culture
Resources: Step It Down tape and book, arranged by Bessie Jones and Bess Lomax
Hawes, The University of Georgia Press, Athens, 1972 and Conversational Solfege
by John Feierabend, music teachers’ resource, hambone patterns
 Traditional Dixieland, the music of New Orleans, and Appalachian regional
music
 Social Studies
Alive: the Effects of
Geography on Life in
the Southeast
 Social Studies
Alive: A Bus and Boat
Tour of the Southeast
The Midwest
Arlington Public Schools Grade 4 Social Studies Curriculum Map
created 9/2009
Authors: Christine Capaldo, Annette Brubaker, Nicole Fraktman, Julie Harrington, Kerry Dunne, Leeanna Labenski, Sarah Marie Jette, Deb Martin,
Janet Welby, Marea Mullen, Lindsey Marshall, Don Miller, Julie Harrington, Jessica Karwowski
 Identify and locate on a
map the states, capitals and
major cities (Chicago,
Detroit, St. Louis)
 Identify and describe
major landforms (Black
Hills, Great Plains, Great
Lakes ) and cultural
centers/landmarks (Mt.
Rushmore, Mall of America,
Wrigley Field) in the region
 Lifestyle of the Sioux
 Cultural contributions:
Music (Motown Sounds of
Detroit, Blues od Chicago
and St. Louis)
 Natural Resources and
agriculture, farming
(production of corn, wheat,
dairy products)
 Weather and climate
Mass DESE Social Studies
Frameworks , 4.9- 4.13,
4.15B
 Why is St. Louis
known as the “Gateway to
the West”, and how is this
remembered today?
 How has farming in
the Midwest changed over
time?
 How do powerful
storms affect farming and
life in the Midwest?
 Describe the Sioux
way of life and their
influence on the region.
 What are the
economic contributions
and key industries of the
Midwest?
Reading/Literature
 Social Studies Alive Regions of Our Country Chapters 8 and 9
 National Geographic leveled readers: Explore the Midwest 978-0-7922-5458-4,
The Midwest Today 0-7922-4534-2, The Midwest Its History and People 0-79228615-4
Art Connections:
 http://www.joslyn.org/collection/ (American/American Indian)
 The Sioux (American Indian Art and Culture Series) by Anna Koopmans,
Marilyn Wynn (Photographer); ISBN-13: 9780791079638; Publisher: Chelsea
House Publishers; Pub. Date: January 2004
 http://www.lessonplanspage.com/SSLAArtNativeLakotaSiouxSunDance45.htm
(Lesson Plan for Sioux Sun Dance Skull)
Music connections:
 Party play songs – gatherings in rural areas (ie. “Skip to My Lou” circle game
and song.)
 Westward Movement songs, the longing to have space (“Dakota Land”)
 Social Studies
Alive: A crop duster
tour of the Midwest
 Social Studies
Alive: Agricultural
changes in the Midwest
 Social Studies
Alive interactive
Student notebook:
Assembly Line with
cars
The South west
Arlington Public Schools Grade 4 Social Studies Curriculum Map
created 9/2009
Authors: Christine Capaldo, Annette Brubaker, Nicole Fraktman, Julie Harrington, Kerry Dunne, Leeanna Labenski, Sarah Marie Jette, Deb Martin,
Janet Welby, Marea Mullen, Lindsey Marshall, Don Miller, Julie Harrington, Jessica Karwowski
 Identify and locate on a
map the states, capitals and
major cities (Houston,
Dallas, San Antonio
Albuquerque )
 Identify and describe
major landforms (Grand
Canyon, Carlsbad Caverns,
Monument Valley, Rio
Grande) and cultural
centers/landmarks (Hoover
Dam, The Alamo, Four
Corners) in the region
 Lifestyle of the Navajo
 Natural resources,
including oil and minerals
 Weather and climate
Mass DESE Social Studies
Frameworks , 4.9- 4.13,
4.15B
 How do geography
and climate shape life in
the Southwest? How do
people of this region meet
the challenges of living in
a very dry, hot climate?
 Describe the Navajo
way of life and their
influence on the region.
 How do the people of
the Southwest depend on
the Colorado River and
share its water?
 How does the
Mexican heritage of the
region affect daily life and
culture?
Reading/Literature:
 Social Studies Alive Regions of Our Country Chapters 10 and 11
National Geographic leveled readers: The Southwest Today 0-7922-4535-0,
The Southwest Its History and People 0-7922-8619-7, Explore the Southeast 07922-5460-0
Art Connections:
 http://www.joslyn.org/collection/ (American/American Indian)
 The Navajo (American Indian Art and Culture Series) by Rennay Craats,
Marilyn Wynn (Photographer) , Marilyn "Angel" Wynn (Photographer); ISBN-13:
9780791079614; Publisher: Chelsea House Publishers; Pub. Date: January 2004
 http://navajo-arts.com/ (Navajo arts)
 http://www.hsv.k12.al.us/schools/art/dixon/multicultural.htm#SandPainting
(Navajo Sand Painting Lesson Plan)
 http://www.windowsintowonderland.org/art/teachers/plan4.htm (Artists Portray
the American Landscape Lesson Plan)
 http://www.netposterworks.com/resources/curideas/okeeffelp.html (Georgia
O’Keeffe lesson plans)
 http://www.princetonol.com/groups/iad/lessons/high/ken-water.htm (Georgia
O’Keeffe lesson plan)
Music Connections:
 Video – “Into the Circle” about Pow Wows in Oklahoma, the culture and ritual.
 Pioneer and Western themes, including songs “The Yellow Rose of Texas,”
“Streets of Laredo”
 Social Studies
Alive: A big rig tour of
the Southwest
 Social Studies
Alive: A case study in
Water use: the
Colorado River
The West
Arlington Public Schools Grade 4 Social Studies Curriculum Map
created 9/2009
Authors: Christine Capaldo, Annette Brubaker, Nicole Fraktman, Julie Harrington, Kerry Dunne, Leeanna Labenski, Sarah Marie Jette, Deb Martin,
Janet Welby, Marea Mullen, Lindsey Marshall, Don Miller, Julie Harrington, Jessica Karwowski
 Identify and locate on a
map the states, capitals and
major cities (Anchorage,
Honolulu, Las Vegas, Los
Angeles, San Francisco,
Denver, Seattle)
 Identify and describe
major landforms (Rocky
Mountains, Mt. McKinley,
Great Salt Lake,) notable
national parks, and cultural
centers/landmarks
(Hollywood, Golden Gate
Bridge, Space Needle) in the
region
 Lifestyle of the Inuit
 Economic contributions
of the region (entertainment,
mining, etc.)
 Weather and Climate
 What was the
purpose of creating large
national parks in the
West? How are these
used and enjoyed today?
 How do the natural
resources and climate of
the west impact its
economy?
 Describe the Inuit
way of life and influence
on this region?
 How is this region
influenced by
immigration from Asia
and Mexico?
Reading/Literature:
 Social Studies Alive Regions of Our Country Chapters 12 and 13
 National Geographic leveled readers: The West Its History and People 0-79228617-0, The West Today 0-7922-4536-9, Explore the West 0-7922-5461-9
Art Connections:
 http://www.joslyn.org/collection/ (American/American Indian/Art of the
American West)
 http://cybermuse.gallery.ca/cybermuse/teachers/plans/index_e.jsp (Inuit art painting, sculpture, drawing, etc.)
 http://www.pbs.org/wnet/ihas/icon/bierstadt.html (Bierstadt and Remington Artists of the American West)
 http://www.windowsintowonderland.org/art/teachers/plan4.htm (Artists Portray
the American Landscape Lesson Plan)
Music Connections:
 Railroad songs: “Way Out In Idaho,” Folk Songs of Idaho and Utah, Rosalie
Sorrels Singer/Songwriter
 Westward Travel songs “Sweet Betsy From Pike.” “Ho, for California.”
“Goodbye, Old Paint” “Get Along Little Doggies.”
 Mining Songs – “Clementine,” “The Miner Boy.”
 Hawaiian Music: Recordings: “ No Ke Ano Ahiahi “ (Live) by Dennis
Kamakahi Masters of Hawaiian Slack Key Guitar, Vol. 2 (Live from Maui) and
“No Ke Ano Ahiahi” by George Winston. Plains Album
 Alaskan Shamanic songs, ceremonial music (return of the light in winter), and
game songs
 Social Studies
Alive: A van and
airplane tour of the
West
 Social Studies
Alive: Cities of the
West
Arlington Public Schools Grade 4 Social Studies Curriculum Map
created 9/2009
Authors: Christine Capaldo, Annette Brubaker, Nicole Fraktman, Julie Harrington, Kerry Dunne, Leeanna Labenski, Sarah Marie Jette, Deb Martin,
Janet Welby, Marea Mullen, Lindsey Marshall, Don Miller, Julie Harrington, Jessica Karwowski
 What are some
 Major immigrant
 Use suggested
 Advanced Picture book: At Ellis Island- A History in Many Voices
major immigrant
groups in the United
chapter books (or
by Louise Peacock
States (connecting to
countries of origion)
 Modes of
immigration
 Reasons for
immigration
 Contributions of
major immigrant groups
of the United States
 Rights of immigrants
 Ways immigrants can
become citizens of the
United States
Immigration
Mass DESE Social
Studies Frameworks
4.15 A-D
groups found in the
United States.
 What are some
reasons people
immigrate?
 Compare and
contrast the struggles
immigrants face while
immigrating to the
United States in the
past and today.
 Compare and
contrast the struggles
immigrants face after
arriving in the United
States in the past and
the present.
 What are some
contributions
(economic, cultural
etc.) immigrants have
made to the United
States?
 How can
immigrants become
citizens of the United
States?
 Picture Book-discusses Ellis Island: Coming to America: The Story of
Immigration (N) by Betsey Maestro
 Picture Book: A Long Way to A New Land (L) by Joan Sandin
 Chapter Book on WWII Russian Immigrant: Letters from Rifka (S) by
Karen Hesse
 Chapter Book on 15 year old illegal immigrant from Mexico: Crossing
the Wire (T) by Will Hobbs
 Chapter Book on Immigrant from Vietnam War: Hello My Name is
Scrambled Eggs (R) by
Jamie Gilson
 Chapter Book on Lowell Mills: So Far From Home: The Diary of Mary
Driscoll (R) by
Barry Denenberg
 Picture Book: Home At Last (P) byKathryn Lasky
 Picture Book: The Memory Coat: An Ellis Island Story (O) byElvira
Woodruff
 Picture Book: If Your Name Was Changed at Ellis Island by Levine
 Chapter Book on Lowell Mills: Lyddie by Katherine Patterson
 Nonfiction Picture Book about the process of naturalization: Becoming a
Citizen (N)
ISBN 978-0-516-27366-2
other immigrations
stories) during guided
reading and picture
books as read alouds
for modeling.
 Students create
posters to depict their
immigration story,
touching upon the
struggles their main
characters faced
during and after
immigration.
Students should
“teach” their
immigration story to
the class. Follow
presentations with
and activity where
you compare and
contrast the
immigration stories
and experiences.
 Take a field trip
to the Lowell Mills.
 Print
“Naturalization”
papers from online
and allow students to
review the forms.
 Print the sample
“Citizenship” test
from online and ask
students to answer as
many questions as
they can (assign to
share at home).
Arlington Public Schools Grade 4 Social Studies Curriculum Map
created 9/2009
Authors: Christine Capaldo, Annette Brubaker, Nicole Fraktman, Julie Harrington, Kerry Dunne, Leeanna Labenski, Sarah Marie Jette, Deb Martin,
Janet Welby, Marea Mullen, Lindsey Marshall, Don Miller, Julie Harrington, Jessica Karwowski
 Assign students to
 Location of Canada
 Compare and
 Learner Classroom: Canad
work in pairs
and its provinces and
contrast the climate and  Learner Classroom: Mexico
researching one
major cities
natural resources of at
 National Geographic: Mexico
province of Canada,
 Climate, major
least two Canadian
creating a Powerpoint

Franklin
Watt’s:
Canada
(978-0-516-27021-0)
physical characteristics,
provinces.
Presentation to share
 Franklin Watt’s Mexico (978-0-531-20727-7)
major natural resources
 Compare and
with the class.
 Franklin Watt’s: Canada (978-0-516-24950-6
 Native American
contrast the Native
 As a follow-up, ask
groups as well as the Inuit American tribes and/or  Franklin Watt’s: Mexico (978-0-516-26815-6)
students to compare and
Canada (Optional Unit)
Nation
Mass DESE Social
Studies Frameworks
4.17, 4.18, 4.19
the Inuit Nation of at
least two Canadian
provinces.
 Compare and
contrast the major
physical characteristics
of at least two
Canadian provinces.
 Compare and
contrast the major cities
(touching upon
industry) of at least two
Canadian provinces.
 Compare and
contrast the cultural
traditions of at least
two Canadian
provinces.
contrast two provinces
of Canada that they
learned about during
the class presentations.
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