Social Studies First 9 Weeks
Week 1
Standards
GLE 4.3.01 Understand how to use maps,
globes, and other geographic representations,
tools, and technologies to acquire process and
report information from a spatial perspective.

Locate places on a map using cardinal
and intermediate directions, latitude
and longitude, and time zones.
4.3.spi.2 identify and use key geographical
features on maps
Activities
Resources

Text Ch. 1
Draw lines of latitude and longitude on an
inflated balloon.

Students identify coordinates on a map.

Create a paper mache' globe including major
landforms, bodies of water, and the equator.

Create salt dough maps to show physical
features.

Students create own maps with page of
continents, cut out & glue to blue construction
paper. Label continents, oceans, compass rose,
equator, and prime meridian, etc.
Nystrom kit
Mapping Penny’s World by Loreen
Leedy; Great Map Mysteries: 18
Stories & Maps to Build Geography &
Map Skills by Susan Julio; Flat Stanley
by Jeff Brown
V Is For Volunteer: A Tennessee
Alphabet by Michael Shoulders
Count on Us! A Tennessee Number
Book by Michael Shoulders
Tennessee History!: Surprising
Secrets About Our State’s Founding
Mothers, Fathers, and Kids by Carole
Marsh
Social Studies First 9 Weeks
Week 2
Standards
Activities
Resources
GLE 4.2.03 Understand fundamental economic concepts.

Nystrom kit, Lesson
Text Ch. 2
GLE 4.3.01 Understand how to use maps, globes, and other
geographic representations, tools, and technologies to acquire,
process and report information from a spatial perspective.

Role play bartering school
supplies to illustrate the
barter system.
Nystrom kit
GLE 4.3.02 Recognize the interaction between human and
physical systems around the world.

Draw a product map of
Tennessee or a United
States region.

Find pictures of products
produced in Tennessee.

Auction off a piece of
candy to illustrate supply
and demand.
GLE 4.3.03 Understand how to identify and locate major physical
and political features on globes and maps.
 Explain and demonstrate the role of money in daily life.
 Describe the relationship of price to supply and demand
and how it affected early American history.
 Locate places on a map using cardinal and intermediate
directions, latitude and longitude, and time zones.


Explain how physical and human characteristics of
places and regions within the state and the U.S.
developed.
Explain how physical processes shape the United States'
features and patterns.

Establish a class store to
show the use of money.
Read Ox-Cart Man by Donald Hall
Tennessee “Geo” Bingo 38 Must Know
State Geography Facts for Kids to Learn
while Having Fun! By Carole Marsh
Earth Book for Kids: Activities to Help
Heal the Environment by Linda
Schwartz
Environment by Tara Koellhoffer
The Kids’ Money Book: Earning Saving
Spending Investing Donating by Jamie
Kyle McGillian
Kids’ Everything Money: From Saving
to Spending to Investing – Learn All
About Money! By Diane Mayr
 Understand the differences in early population
characteristics of the state and of the United States such
as density, distribution, and growth rates.
4.2.spi.1. recognize the concept of supply and demand.
4.2.spi.2. interpret a chart of major agricultural produce in
Tennessee.
4.2.spi.4. recognize the difference between a barter system and
a money system.
4.3.spi.2. identify and use key geographical features on maps
(i.e., mountains, rivers, plains, valleys, forests).
4.3.spi.5. determine how physical processes shape the United
States' features and patterns
4.3.spi.6. use latitude and longitude to identify cities on a map
4.3.spi.8. identify cause and effect relationships between
population distribution and environmental issues (i.e., water
supply)
Social Studies First 9 Weeks
Week 3
Standards
Activities
Resources
GLE 4.1.01 Understand the diversity of cultures.

Text Ch. 3
GLE 4.2.03 Understand fundamental economic
concepts
Create totem poles- students choose animals and
landforms that represent each member of their group.

Native American projects- research tribes from
different geographical areas. Include their choice of
homes and cultures as it relates to their region.

Compare leadership styles among Native American
groups and European groups.

Show how a conflict can be solved through a tribal
council and/or court system (e.g., Venn diagram,
debate, t chart, demonstration).

Create a poster about a cultural group.

Compare economic patterns among various Native
American groups.

Create a Venn diagram. Students compare and
contrast ancient Native American cultures to people of
today.
GLE 4.3.02 Recognize the interaction between
human and physical systems around the world.
GLE 4.3.03 Understand how to identify and locate
major physical and political features on globes and
maps.
GLE 4.5.01 Identify the ancient civilizations of the
Americas.
GLE 4.5.03 Recognize major events, people, and
patterns in Tennessee.
 Describe cultures of Native American tribes.
 Explain the cultures of the Western
Hemisphere's native peoples prior to
European contact.
 Explain the influences of physical and

Students draw a map of the Americas. They create a
color code key for each area of ancient Native
Nellie the Brave: The
Cherokee Trail of Tears
by Veda Boyd Jones
Tennessee Indians! By
Carole Marsh
Mounds of Earth and
Shell: Native Sites: The
Southeast by Bonnie
Shemie
The Mayan Civilization:
Moments in History by
Shirley Jordan
human features on historical events
 Explain how physical and human
characteristics of places and regions within
the state and the United States developed.
 Identify the ancient civilizations of the
Americas at the time of European arrival.
 Explain and demonstrate the role of money
in daily life.
4.1.spi.1. Identify pre-Colonial Native American
groups.
American civilization. Students color the areas.

Students research one historic tribe that lived in TN
before European arrival. They create a flip book
labeling the pages geography, economy, culture.
Students write information about their group on each
topic. Add illustrations. Share with classmates.
What the Aztecs Told Us
by Bernardino
DeSahagun
Annie & the Old One by
Miska Miles
Cheyenne, Again by Eve
Bunting
4.1.spi.3 Determine how various groups resolve
conflict (i.e., school, tribal councils, courts).
Knots on a Counting
Rope by B. Martink Jr. &
J. Arachambault
4.2.spi.4. Recognize the difference between a barter
system and a money system.
Brother Eagle, Sister Sky
by Susan Jeffers
4.3.spi.2. Identify and use key geographical features
on maps.
Indian in the Cupboard
series by Lynne R. Banks
4.3.spi.3. Recognize the reasons settlements are
founded on major river systems.
4.3.spi.4. Recognize river systems that impacted
early American history.
4.3.spi.5. Determine how physical processes shape
the United States' features and patterns.
4.5.spi.1. Identify Native American groups in
*Poem: “River” Reading
text p. 199
Interactive Read Aloud
by Linda Hoyt
Tennessee before European explorations.
4.6.spi.1. Recognize how groups work
cooperatively to accomplish goals and encourage
change (i.e., American Revolution, founding of
Tennessee, the failure of the Articles of
Confederation, colonies).
Social Studies First 9 Weeks
Weeks 4 & 5
Standards
Continue 3 Week Unit on Native Americans: These
standards are listed in First 9 Weeks, Week 3. They
are intended to be dispersed throughout the 3 week
period.
Activities

Continue 3 Week Unit on Native Americans: These
activities are listed in First 9 Weeks, Week 3. They
are intended to be dispersed throughout the 3 week
period.
Resources
See www.carolhurst.com
for numerous book about
Native Americans, their
life, & history.
Social Studies First 9 Weeks
Week 6 -8
Standards
3 Week Unit on European Explorers: These standards
are intended to be dispersed throughout the 3 week
period.
Activities
Resources

Text Ch. 4
GLE 4.1.01 Understand the diversity of human cultures.
GLE 4.1.03 Recognize the contributions of individuals
and people of various ethnic, racial, religious, and
socioeconomic groups to the development of
civilizations.
GLE 4.2.01 Describe the potential costs and benefits of
personal economic choices in a market economy.
GLE 4.2.02 Give examples of the interaction of groups,
businesses, and governments in a market economy.

Write a journal article from the perspective of an early
Native American, colonist, or European visitor with
special attention to the surrounding geography.

Write or give an oral report about early American
Spanish missions.

Create and/or perform a play based upon explorers
coming to North America and meeting Native
Americans.

Students write a seven day log as a stowaway or cabin
boy on a ship.
GLE 4.2.03 Understand fundamental economic
concepts.
GLE 4.3.01 Understand how to use maps, globes, and
other geographic representations, tools, and
technologies to acquire process and report information
Label continents and oceans on world map. Draw
explorers’ routes. Label routes with major explorers’
names. Glue horizontally top half to another sheet of
paper. Cut slits to make 3 equal parts in bottom half.
Lift each part. Label the sections: Spanish Explorers,
French Explorers, and English Explorers. Write a
summary of each groups’ explorations.

Talking museum for explorers: Each child is given the
Nystrom kit
World Made New: Why
the Age of Exploration
Happened and How It
Changed the World
By Marc Arnson and John
W. Glenn
Spanish Conquest of
Americas by Michael
Burgan
Where Do You Think
You’re Going, Christopher
name of an explorer to research, create a timeline,
dress up as explorer, and present.
from a spatial perspective.
GLE 4.3.02 Recognize the interaction between human
and physical systems around the world.
GLE 4.3.03 Understand how to identify and locate
major physical and political features on globes and
maps.

Create a Powerpoint on explorers, including timeline.
Columbus by Jean Fritz
Balboa: Finder of the
Pacific by Ronal Syme
Desoto: Explorer of the
Southeast by Dan Zadra
GLE 4. 5.02 Understand the place of historical events in
the context of past, present and future.
 Describe cultures of Native American tribes.
 Explain how European settlers created a new
culture.
 Show different cultural regions on a map
identifying such things as religion, language,
and ethnicity.
Around the World in a
Hundred Years: From
Henry the Navigator to
Magellan by Jean Fritz
Are We There Yet? By
Elizabeth Levy
 Identify the economic motivations for
European exploration and colonization.
 Describe how Native Americans in Tennessee
and the Western Hemisphere met their basic
economic needs.
 Explain the economic patterns of various early
Native American groups in Tennessee and the
Western Hemisphere.
 Locate major countries of the world on a map
Christopher Columbus
(History Maker Bio Series)
by Susan Bivin Aller
Poem: “Young Bull”
Interactive Read Aloud by
Linda Hoyt p. 150
or globe involved with early American
development.
 Locate the routes of early explorers of North
America on a map.
 Realize that geographic, technological, and
scientific factors contributed to the European
age of exploration and settlement in the
Americas.
 Describe the immediate and long-term impact
of Columbus' voyages on Native populations
and on colonization in the Americas.
 List the characteristics of the Spanish and
Portuguese exploration and settlement of the
Americas.
 Identify the reasons for the establishment of
Spanish missions in early American history.
 Use economic concepts such as supply,
demand, and price to help explain events.
 Explain how the major river systems affected
the development of early settlements.
 Explain the influences of physical and human
features on historical events.
4.1.spi.1. Identify pre-Colonial Native American groups.
4.1.spi.2. Identify cultural groups who inhabited North
America in the 17th century.
4.1. spi.4 Examine how Native American culture
changed as a result of contact with European cultures.
4.1. spi.6. Read and interpret facts from a historical
passage about an early American Spanish mission.
4.2.spi.1. Recognize the concept of supply and demand.
4.2.spi.4. Recognize the difference between a barter
system and a money system.
4.3.spi.1. Identify the routes the explorers of the
Americas on a map (i.e., Columbus, Balboa, Pizarro,
DeSoto).
4.5.spi.1. Identify Native American groups in Tennessee
before European explorations (i.e., Cherokee, Creek,
Chickasaw).
First 9 Weeks Week 9
Standards
Activities
Resources
Review previous standards

Assessment

In-House field trip- guest speaker from museum
services

Present projects