FOURTH GRADE
(Mississippi Studies)
The major emphasis of the fourth grade curriculum is Mississippi as an area of the earth and a
political region. Mississippi can be studied in various contexts, including physical features, climate,
agricultural production, industrial development, and economic productivity. Cultural regions of the
past and present should be included. All the basic social studies tools such as a map, a compass,
and a globe should be utilized. History should be included in units of study to show how Mississippi
has changed over time. Economic concepts such as resources, scarcity, and exchange should be
used to show how regions in Mississippi and the world interact. Additionally, civic concepts should be
developed and applied to those skills necessary for citizenship participation in a democratic society.
Teachers are preparing students to operate successfully in the 21 st century. This is done by
sensitizing children to many diverse people, cultures, and changing environments. Skill development
will include, but is not limited to, the interpretation and application of maps, graphs, charts, political
cartoons, primary documents, and other social studies tools. The avenues for these concepts are
developed through the social studies strands.
The social studies curriculum should be taught in a developmental sequence. This means that
the instruction proceeds from the simple to the complex, beginning with the child’s immediate
geographic world and expanding to the world, using history, civics, and economics to develop the
child’s knowledge and perspectives. The expanding theme that is incorporated in this framework
refers to a curriculum progression in the study of people from self, families, communities, cities,
regions, the United States, and to the world.
Competencies may be taught thematically, chronologically, geographically, or in any other format
a district develops. The competencies are required to be taught. The competencies combine the
following strands: civics, history, geography, and economics. Competencies may be taught
throughout the year in any order and may be combined with other competencies. Competencies are
not ranked in order of importance; rather the sequence of competencies relates to the broader K-12
framework. Competencies provide a general guideline of on-going instruction, not isolated units,
activities, or skills.
The suggested objectives are optional, not mandatory. Objectives indicate skills that enable
fulfillment of competencies, describe competencies in further detail, or show the progression of
concepts throughout the grades. School districts may adopt the objectives, modify them, and are
encouraged to write their own objectives to meet the needs of students in their school district.
FOURTH GRADE
(Mississippi Studies)
STRANDS:
(C-Civics)
(H-History)
(G-Geography)
(E-Economics)
COMPETENCIES and Suggested Objectives
1. Develop an understanding of the state in relationship to the expanding horizon theme.
(C, H, G, E)
a. Describe the history of people who first lived in Mississippi.
b. Assess the impact of the first European explorers in Mississippi.
c. Evaluate the impact and interactions among all groups throughout the history of Mississippi (e.g., European,
African, Asian, Native Americans, etc.).
d. Identify the ideas and individuals that were significant in the development of Mississippi and that helped to forge
its unique identity (e.g., cotton as king, Mississippi waterways, music, literature, etc.).
e. Explain the connections between Mississippi and other states (e.g., economic, political borders, etc.).
2. Acquire the characteristics to be a responsible citizen at the local, state, national and international level. (C,
H, G, E)
a. Explain the functions, responsibilities, and histories of governments.
b. Explain the process of electing local and state officials.
c. Explain the student's role as a responsible citizen (e.g., justice, equality, responsibility, freedom, integrity,
loyalty, honesty, diversity, compassion, fairness, courage, authority, rule of law, etc.).
d. Recognize responsibilities of the individual at home school, community and state(e.g., courteous public
behavior, respect for the rights and property of others, tolerance, honesty, compassion, self-control,
participation in the democratic process, and work for the common good).
3. Demonstrate the ability to use social studies tools (e.g., timelines, maps, primary sources, globes, compasses,
graphs, technological resources, grids, schedules, etc.). (C, H, G, E)
a. Describe relationships among people, places, and environments (e.g., the Delta and the blues, etc.).
b. Demonstrate spatial and ecological perspectives to life situations (e.g., location of waste disposals in the state,
wetlands, forest areas, etc.).
c. Locate Mississippi in relation to other states.
d. Identify time relevant to the student's environment (e.g., home/school) by using social studies tools (e.g., maps,
timelines, graphs, etc.).
e. Review cardinal and intermediate directions.
f. Recognize space relevant to a student's environment (e.g., home/school, etc.) by using social studies tools (e.g.,
cardinal directions, map legends, etc.).
f. Sequence historical events in proper chronological order (e.g., Battle of Vicksburg, etc.).
h. Locate various places in Mississippi using a grid (e.g., city or state map).
4. Identify the interdependence of economics (self, family, local, and state).
(C, H, G, E)
a. Compare the resources and scarcity of resources in a local region to other regions in Mississippi (e.g., Delta’s rich
soil vs. coastal waters).
b. Compare the resources and scarcity of resources of regions in Mississippi to other state regions.
c. Describe the division of labor within the state (e.g., government, industry, agriculture).
d. Describe the opportunity cost of choices made within Mississippi (e.g., cotton farming vs. soybean, pasture vs.
manufacturing, beaches vs. casinos, landfill vs. park, etc.).
5. Integrate, connect, and apply social studies into other subject areas and everyday life.
(G, H, C)
a. Identify story elements in read-aloud stories based on Mississippi (e.g., Steamboats on the MS).
b. Identify various cultures in Mississippi (e.g., Native American).
c. Measure the distance between geographical locations discussed within stories (e.g., Devil’s Highway – measure
distance traveled along The Natchez Trace).
d. Identify regional soil types in Mississippi and investigate their effects on local agriculture.