4TH GRADE INQUIRY PROJECTS
By: Roberta Haeffele
GOVERNMENT
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NC Essential Standards:
4.C&G.1.1 Summarize the key principles and revisions of
the North Carolina Constitution.
4.C&G.1.2 Compare the roles and responsibilities of state
elected leaders.
4.C&G.1.3 Explain the influence of the colonial history of
North Carolina on the governing documents of our state.
4.C&G.1.4 Compare North Carolina’s government with
local governments.
Summative Performance Task: Debate or
opinion writing prompt
COMPELLING QUESTION:
WHO REALLY RUNS NORTH CAROLINA?
The goal with this question is to really have
students explore the branches of government at
the state level and see how they check and
balance each other. Most students come with the
misconception that the President has the say so
over everything and everyone.
 By exploring this question, the hope is that they
realize this isn’t the case. This is the question
you are hoping to hook them with and should be
referred back to throughout the lessons.
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BACKGROUND KNOWLEDGE
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Students will need to have knowledge of what the levels of
government are. You can remind them of what they learned about in
third grade at the local level. Some may remember, some may not.
Here are resources to help them with this information:
Informative reading selection about the 3 levels of
government
Access article copy: *http://www.k12reader.com/worksheet/threelevels-of-government/view/
(This is a 3rd grade selection, but should give them a quick reminder
of what they learned.)
Illustration about the 3 branches of government
*It’s at the national level so you would need to relate it back to state.
Access illustration: http://4.bp.blogspot.com/ScGXqiuX3io/Tv0uYmik6HI/AAAAAAAAALg/0WthcnkFV44/s1600/Sc
reen+shot+2011-12-29+at+9.31.55+PM.png
SUPPORTING QUESTIONS
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As you move through the 3 supporting questions,
students should begin to form an opinion of who is
really in charge in North Carolina. Remind them to
come back to this as you explore the supporting
questions.
Finding historical sources that would fit at a 4th
grade level and be relevant to the questions was
difficult. You can see as we explore the sources that
they are a variety of resources to help students
answer the question and do not stick strictly to
historical.
You can also either use laptops/Ipads or give them
print outs to share.
I grouped mine and used the jigsaw method a lot.
Each group had a folder for their research and I did a
mixture of laptops and printouts.
HOW TO MOVE THROUGH THE SUPPORTING
QUESTIONS
There are a variety of ways you can move
through the research of these questions.
 You can group and then do a jigsaw method.
 You can have some readings as independent and
then hold a group discussion.
 You can do a mixture of whole group reads,
independent reads, and small group reads.
 Regardless of how you chose to present it you
should allow your students to keep notes on the
graphic organizer provided or provide a similar
one. You should also allow for discussion with
peers prior to answering the formative tasks.
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SUPPORTING QUESTION I - GOVERNMENT
WHO IS THE GOVERNOR AND WHAT IS HIS/HER
JOB?
Document #1 from- Website- NC Governor’s
webpagehttp://www.governor.state.nc.us/about
 Document #2 from Website- Duties of the
governorhttp://ballotpedia.org/Governor_of_North_C
arolina
 Document #3- from- Website- Interviews
with other governor’s about their dutieshttp://www.annenbergclassroom.org/page/th
e-role-of-the-governor
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FORMATIVE PERFORMANCE TASK I
Working in groups, students will use evidence
from the resources provided to complete the Tchart. Independently students should write a
paragraph answering the question: What
responsibilities does the governor of NC have?
 Children will use these notes for later. Students
should share their paragraph with their group.
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These tasks are meant to determine if the
students are on track to answering the
compelling question and are good to take for
Social Studies and Writing grades.
OTHER RESOURCES
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http://www.secretary.state.nc.us/kidspg/gov.htm
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http://ncpedia.org/government
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http://www.teacherspayteachers.com/Product/NorthCarolina-State-Constitution-390265 (now this isn’t free;
it’s $3.00)
http://translate.google.com/translate?hl=en&sl=en&tl=es&
u=http://www.ncleg.net/&anno=2
SUPPORTING QUESTION II
WHAT IS THE FUNCTION AND PURPOSE OF
EACH BRANCH OF NC GOVERNMENT?
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Document #1- NCGA websitehttp://www.ncleg.net
Document #2-3 ring Venn diagram of the
three brancheshttp://creately.com/diagram/gxdifimz/3%2BB
ranches%2Bof%2BNC%2BGovernment
Document #3- Brainpop websitehttp://www.brainpop.com/educators/commu
nity/bp-jr-topic/local-and-state-governments
FORMATIVE PERFORMANCE TASK II
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Working in groups students will use evidence from
the resources provided to complete a graphic
organizer.
Working with a partner, Children will create a
representation that shows what each branch does and
describes the purpose for each branch. When children
are finished, have them present to each other what
they found out. As a group, then have children
discuss these questions:
1. What is the organizational structure of the
government?
2. Why is the government divided into 3 branches?
3. How are local and state governments
similar/different?
*Student Samples
OTHER RESOURCES
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http://www.usconstitution.net/constkidsK.html
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http://www.flocabulary.com/3-branches-of-government/
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http://www.secretary.state.nc.us/kidspg/
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http://www.brainpop.com/educators/community/bptopic/branches-of-government/
http://bensguide.gpo.gov/35/government/branches.html
SUPPORTING QUESTION III
IS ONE BRANCH OF GOVERNMENT MORE
IMPORTANT THAN ANOTHER?
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Document#1- from NCGAhttp://www.ncleg.net
Document #2- website about THE
LIEUTENANT GOVERNOR from
http://ballotpedia.org/Lieutenant_Governor_of_N
orth_Carolina
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FORMATIVE PERFORMANCE TASK III
Working with a partner students will use
evidence from the resources provided to complete
a graphic organizer. Working with a partner,
students should answer these questions in their
groups.
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Do these sections help the governor do
his/her job?
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How do they help?
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How do these sections compare to each
other?
 Independently, Students should write a
paragraph and then share their paragraph with
their group. This could also be a whole class
discussion.
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SUMMATIVE PERFORMANCE TASK:
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Who really runs North Carolina? After researching the compelling
questions, students can do one of the following (your choice):
1.
Children will have a debate and explain whose job in the
government is more important and have evidence from what was
learned to support this
OR
2. write an opinion/ persuasive story about which branch is more
important and use evidence to support this, which goes with the 2nd
quarter writing prompt
Students can develop an opinion writing piece which answers the
compelling question. Students should use their graphic organizers,
notes and paragraphs from each supporting questions to help guide
them through the paper.
Rubric for students to guide them through their opinion writing can
be found for free at:
https://www.teacherspayteachers.com/Product/Common-CoreWriting-Rubrics-FREE-Grades-1-4-863723 (this is free!!)
GOVERNMENT
NC Essential Standards:
 4.C&G.2.1 Analyze the preamble and
articles of the North Carolina Constitution
in terms of rights and responsibilities.
 4.C&G.2.2 Give examples of rights and
responsibilities of citizens according to
North Carolina Constitution.
 4.C&G.2.3 Differentiate between rights and
responsibilities reflected in the North
Carolina Constitution.
 Summative Performance Task: Opinion
Paragraph
WHAT DOES THIS PROJECT EXPLORE?
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Compelling Question: Can Citizens have rights without
responsibilities?
This government project really digs deep into the
constitution of North Carolina. This is a hard task for the
students. For me, it is dry reading, but make it FUN!!
They need to understand the purpose of the constitution.
It explores the rights and responsibilities of citizens within
our state
Obviously, a good field trip to take during this time would
be to Raleigh. Try to schedule early. This is a great trip
and many children will never get the opportunity to go
there!
SUPPORTING QUESTIONS I
WHAT ARE SOME OF THE RIGHTS AND
RESPONSIBILITIES OF NC CITIZENS?
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Document #1- website with reading:
http://www.k12reader.com/worksheet/responsibilities-ofcitizenship/view/
Document #2- website- http://bensguide.gpo.gov/35/citizenship/responsibilities.html
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Document #3- Preamble of NC
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Document #4- Declaration of Rights of NC Constitution
FORMATIVE PERFORMANCE TASK
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Students will examine the resources provided and complete the
graphic organizer provided to determine what are rights and
responsibilities.
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Then Examine the Preamble. Have children answer the following:
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What does the preamble mean?
2.
What is the purpose of starting out the NC constitution
with the preamble?
3.
What basic ideas are included in the preamble?
Then children will examine the Declaration of Rights from the NC
constitution. Children will become experts on two-three rights.
They will learn everything they can about them, reword them into
kid friendly language, and illustrate them.
These will be presented to the whole class and discussed.
Afterwards, the were hung up around the room as a reference.
*Student Samples
OTHER RESOURCES
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http://www.historyforkids.org/learn/northamerica/after1500/government/b
illofrights.htm
http://exchange.smarttech.com/search.html?q=%20citizen%20rights%20an
d%20responsibilities
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https://prezi.com/vii6rknz5k0g/rights-and-responsibilities-of-nc-citizens/
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http://www.studyzone.org/testprep/ss5/b/citizrrrl.cfm
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http://www.readinga-z.com/comprehension/close-readingpacks/pack/?id=582&grade=grade4
http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&n
p=307&id=1712#1
SUPPORTING QUESTION II
HOW DO OUR RIGHTS/RESPONSIBILITIES IN NC
COMPARE/ CONTRAST TO THE RIGHTS OF OTHER
COUNTRIES?
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Document #1- websitehttp://en.wikipedia.org/wiki/Fundamental_right
s_in_India
Document #2- websitehttp://www.humanrights.cn/zt/magazine/200402
004812104351.htm- if this site doesn’t work
then try this one…
http://www.helplinelaw.com/law/china/constitu
tion/constitution03.php
FORMATIVE PERFORMANCE TASK II
Students will read the documents about rights in
India and China. Children will record their
findings in a three ring Venn diagram. They will
compare them to NC’s.
 *Student Samples
 Students will read the documents about
responsibilities in other countries. Children will
record their findings in a three ring Venn
diagram. They will read responsibilities from
India and Canada and compare to citizens in NC.
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OTHER RESOURCES
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https://jr.brainpop.com/socialstudies/citizenship/ri
ghtsandresponsibilities/preview.weml
http://www.brainpop.com/educators/community/b
p-jr-topic/rights-and-responsibilities/
SUPPORTING QUESTION III
HOW ARE RIGHTS AND RESPONSIBILITIES
SIMILAR/DIFFERENT?
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Document #1: Article
http://www.differencebetween.net/language/diff
erence-between-rights-and-responsibilities/
Document #2- Exert from a blog
http://sammyraquel.blogspot.com/2009/03/differe
nce-between-rights-and.html
FORMATIVE PERFORMANCE TASK III
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Children will read both documents. They will fill
in a venn diagram to compare rights and
responsibilities. Children will use this to then
write a comparison paragraph that shows the
comparison between rights and responsibilities.
They can also use the t-chart from supporting
question #1 to write this paragraph.
Student Samples
OTHER RESOURCES
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http://www.studyzone.org/testprep/ss5/b/citizrrrl.
cfm
SUPPORTING
QUESTION #4
WHAT HAPPENS
ARE VIOLATED?
WHEN RIGHTS/RESPONSIBILITIES
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Document 1:
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Video about Jim Crow laws- http://classroomclips.org/video/785
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Powerpointhttp://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&
cd=1&ved=0CB4QFjAA&url=http%3A%2F%2Fwww.wayzata.k12.
mn.us%2Fcms%2Flib%2FMN01001540%2FCentricity%2FDomain
%2F1597%2FJim%2520Crow%2520Powerpoint1.ppt&ei=7NvjVIfEBIOuggSfnoSwAw&usg=AFQjCNGcIBg83RfP
4l0SQqNFB7zcEHZgHA&sig2=E-26gu6iblSiuaxiFLSBWw
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Document #2
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A copy of the 23 NC Jim Crow laws
FORMATIVE PERFORMANCE TASK IV
Children will watch a short clip and view the
PowerPoint about the Jim Crow laws so they
have an understanding of what they are. They
will take notes on the Jim Crow Laws. Then they
will read through in small groups the 23 Jim
Crow laws in NC.
 After this, they will use notes to summarize what
happens when rights/ responsibilities are taken
away and if this is right.
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OTHER RESOURCES
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http://www.watchknowlearn.org/Category.aspx?C
ategoryID=3208
http://www.google.com/url?sa=t&rct=j&q=&esrc=
s&source=web&cd=9&ved=0CE4QFjAI&url=http
%3A%2F%2Famericanhistory.si.edu%2Fbrown%
2Fpdf%2Fteachersguide_full_final.pdf&ei=7NvjV
IfEBIOuggSfnoSwAw&usg=AFQjCNFL7Sr0QdQ
9hpQ_Cqmbmga3CZGS0g&sig2=NOT85-cpZUOnGP6uSzqdA
SUMMATIVE PERFORMANCE TASK:
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Children can debate about which right or
responsibility is the most important and explain
why using evidence from what we have learned.
Student Examples
ECONOMICS
NC Essential Standards:
 4.E.2.1- Explain how personal financial
decisions such as spending, saving, and
paying taxes can positively and/or
negatively affect everyday life.
 4.E.2.2.- Explain how scarcity of personal
financial resources affect the choices
people make based on their wants and
needs.
 Summative Performance Task :Scenario with
explanation
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WHAT DOES THIS PROJECT EXPLORE?
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Compelling Question: Why can’t I buy
everything I want?
With this project you really want students to
understand their choices for spending, saving, and
how taxes affect our everyday life. You also want
them to understand how scarcity affects the needs
and wants of people.
The compelling question would work well with
partners or groups.
SUPPORTING QUESTION I
WHAT IS SCARCITY AND HOW DOES IT AFFECT
ME?
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Document#1- website that connects with literature:
http://www.econedlink.org/lessons/index.php?lid=113
9&type=educator
Document #2- website:
http://www.socialstudiesforkids.com/articles/economi
cs/scarcityandchoices1.htm
Document #3- website to practice inferencing:
http://www.k12reader.com/inference/what_happens_
next.pdf
FORMATIVE PERFORMANCE TASK I
There are 2 lessons using fables with the first
document.
 Present document #2. Children will read about
what scarcity is and fill it in on the organizer.
 Then children will read different situations and
decide what will happen next.
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OTHER RESOURCES
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Brainpop videohttp://www.brainpop.com/educators/community/b
p-jr-topic/needs-and-wants/
http://www.takechargeamerica.org/financialeducation/teaching-resources/fourthgrade/#forthgrade
http://www.econedlink.org/lessons/index.php?lid=
1139&type=educator
SUPPORTING QUESTION 2
HOW DOES SCARCITY AFFECT ME?
Document #1- - Calvin and Hobbs comic:
 http://www.italladdsup.org/mod4/
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Document#2- illustrated drawing:
https://andreabcreative.files.wordpress.com/
2013/03/personal-finance-the-big-picturehandout-1.jpg
Document#3- website with examples of
scarcity:
http://examples.yourdictionary.com/exampl
es-of-scarcity.html
FORMATIVE PERFORMANCE TASK II
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Children will view Calvin and Hobbs cartoon
and other illustration. Discuss what it means
and how it goes with the question. Then children
will read document #3 and find three examples of
a time when something was scarce. In the other
column on the graphic organizer from the first
question, students will tell what that means. For
example a shortage of gasoline in the 1970’s
means there wasn’t enough gas for everyone in
the 1970’s. (Cause and effect) Finally children
will summarize what they have learned by
thinking about how this would affect choices
people make when things become scarce.
OTHER RESOURCES
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https://www.commoncraft.com/video/savingmoney-compound-interest
http://www.themint.org/
Vocabulary cardshttp://apps.federalreserveeducation.org/resources
/fiftynifty/resources/EconCards.pdf#view=Fit
(they will send the cards to you free)
SUPPORTING QUESTION 3
HOW DO PERSONAL FINANCIAL DECISIONS GUIDE
WHAT I BUY AND SAVE EVERYDAY?
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Document #1- Brainpop videohttp://www.brainpop.com/math/dataanalysis
/budgets/preview.weml
Document#2- website with different
situations:
 http://financeintheclassroom.org/downloads
/DecisionMaking.pdf
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FORMATIVE PERFORMANCE TASK III
Children will watch the Brainpop video for an
introduction to budgeting and finance.
 Children will then use document #2 and assess
different situations where they have to make a
financial decision. Use graphic organizer to help
record info.
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OTHER RESOURCES
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http://tweens.feedthepig.org/tweens/download/Fil
es/FTPTG.pdf
http://www.tdbank.com/wowzone/kids/wowza.htm
l
http://ecedweb.unomaha.edu/lessons/lessons.cfm
SUMMATIVE PERFORMANCE TASK:
Children will be given the scenario of “Your
teacher has asked you to help plan the End of the
Year picnic. Your budget is $150. You have to
plan food, drinks, any outside activities, and
other supplies you would need to have enough for
the whole class.
 Children will have to budget for the picnic and
provide reasoning as to why they chose the items
chosen.
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ANY QUESTIONS??
 For
an Electronic Version or Questions
 Roberta
Haeffele
 rlhaeffele@wsfcs.k12.nc.us
Have a great school year!!