Fourth Grade Social Studies Units
Focus On:
Ohio in the United States
Unit 1: Geography: Using Spatial Thinking and Tools to Locate Ohio
August-September
Enduring Understandings:
 Physical and economic characteristics of regions impact where and how people live
 A place is a location having distinctive characteristics, which give it meaning and
character and distinguish it from other locations.
Content Statement
Geography
(9) A map scale and cardinal and
intermediate directions can be used
to describe the relative location of
physical and human characteristics of
Ohio and the United States
History
(1)The order of significant events in
Ohio and the Unites States can be
shown on a timeline (i.e., Colonial
times, 1803 Ohio Statehood, today).
(2) Primary and secondary sources can
be used to create historical narratives.
Essential Questions:
How does where you live influence how you live?
How are different regions alike/different?
How do we know what really happened in the past?
Expectations for Learning
Resources/Assessments
Geography
HM Book: Page 4-11
(9) Use a map scale and cardinal and
Interactive map of Ohio (intermediate directions)
intermediate directions to describe the

Using Ohio and U.S. maps, students challenge each other by
relative location (e.g. northwest or
identifying a starting city and directions for another student
downstream) of physical and human
to reach a destination.
characteristics of Ohio and the United States

United States Geological Survey
http://egsc.usgs.gov/isb/pubs/teachers-packets/mapshow/
History
(1) Construct a timeline of significant
events/people in Ohio and the United
States. (all year)


Construct timelines ordering significant events in Ohio
and US History. Timelines can be based on themes like
transportation, industrialization, etc. Keep timelines up
all year as you add to them.
Have students write their own personal history and add
primary and secondary sources to tell their story.
Video - 7 minutes entitled What is Historical Thinking?
(2) Research, organize and evaluate
information from primary and secondary
sources to create a historical narrative. (all
year)


Primary sources are records of events as
they are first described, usually by
witnesses or by people who were involved
in the event. Many primary sources were
created at the time of the event. Other
primary sources may include memoirs, oral
interviews, or accounts that were record
later. Visual materials (e.g. photos, official
documents, original artwork, posters,
films) also are important primary sources.
Secondary sources offer an analysis or a
restatement of primary sources. They are
written after the events have taken place
by people who were not present at the
events. They often attempt to describe or
explain primary sources. Examples of
secondary sources include encyclopedias,
textbooks, books and articles that
interpret or review research works.
http://teachinghistory.org
America on the Move - Imagine It Unit
Immigrant Children
The Rise of Cities
Immigrant Kids-Russell Freedman (tradebook)
LEVELED READERS: Geography
Rivers and Lakes
Deserts
The Midwest Today
The Midwest
Plains
Coasts
Unit 2: Heritage: Prehistoric/Historic People of Ohio
September-October
Enduring Understandings:
 Ideas and events from the past (heritage) have shaped the world as it today.
Essential Questions:
Content Statement
Expectations for Learning
Resources/
Assessments
History
(1)The order of significant events in
Ohio and the Unites States can be
shown on a timeline
History
(1) Construct a timeline of significant
events/people in Ohio and the United States (i.e.,
add to the classroom timeline- prehistoric people,
American Indians, migrating settlers and
immigrants, American Revolution, Westward
expansion, War of 1812).
HM Textbook: Pages 12 -29
(2) Research, organize and evaluate
information from primary and
secondary sources to create a
historical narrative.
(3) Various groups of people have
lived in Ohio over time including
prehistoric and Historic American
Indians, migrating settlers and
immigrants. Interactions among these
groups have resulted in both
cooperation and conflict.
(2) Research, organize and evaluate information
from primary and secondary sources to create a
historical narrative.
(3) Explain how interactions among prehistoric
peoples and between historic American Indians
and European settlers resulted in both
cooperation and conflict.
Prehistoric: Paleo, Archaic, Woodland
Late Prehistoric: Fort Ancient
Historic: Delaware, Miami, Ottawa, Seneca, Shawnee,
Wyandot
How do we know what really happened in the
past?
How do interactions among people impact
cooperation and conflict?
Teaching History http://teachinghistory.org
History Works
http://www.historyworksohio.org/HWii/index.cfm
The Ohio Historical Society http://www.ohiohistory.org
Charting the Future of Teaching the Past
http://sheg.stanford.edu/ (Reading Like A Historian)
Library of Congress
http://memory.loc.gov/ammem/index.html (primary and
secondary sources)
American Memory Collection
http://memory.loc.gov/ammem/index.html
Ohio History Central http://www.ohiohistorycentral.org/
(Northwest Ordinance)
Prehistoric/Historic Ohio-Trade books
Tecumseh: Shawnee War Chief-Fletcher
The Shawnee-Flanagan
If You Lived With The Iroquois-Levine
Flatboats on the Ohio-Westward Bound-Chambers
Aurora Means Dawn-in Ohio textbook
Unit 3: Heritage: Part A-From Territory to Statehood
Part B - Sectional Issues with Statehood
November-February
Enduring Understandings:
 Ideas and events from the past (heritage) have shaped the world as
it today.
Essential Questions:
How do we know what really happened in the past?
How do interactions among people impact cooperation and
conflict?
Content Statement
Expectations for Learning
Resources/
Assessments
PART A
History
(1)The order of significant
events in Ohio and the Unites
States can be shown on a
timeline
History
(1) Construct a timeline of significant events/people in Ohio
and the United States (i.e., add to the classroom timelineprehistoric people, American Indians, migrating settlers and
immigrants, American Revolution, Westward expansion, War
of 1812).
HM Textbook; Pages 34-87
Pages 94-103
(2) Research, organize and
evaluate information from
primary and secondary sources
to create a historical narrative.
Teaching History http://teachinghistory.org “What is Historical
Thinking” video - 7 min.
(2) Research, organize and evaluate information from
primary and secondary sources to create a historical
narrative.
Library of Congress http://memory.loc.gov/ammem/index.html
(primary and secondary sources)
(3) Various groups of people
have lived in Ohio over time
including migrating settlers and
immigrants. Interactions
among these groups have
resulted in both cooperation
(3) Explain how interactions among American Indians and
European settlers resulted in both cooperation and conflict.
History Works
http://www.historyworksohio.org/HWii/index.cfm
The Ohio Historical Society
http://www.ohiohistory.org
Charting the Future of Teaching the Past
http://sheg.stanford.edu/ (Reading Like A
Historian)
National Archives http://docsteach.org/
(Documents or Activities – Revolution and the
New Nation)
Imagine It Units: Anti-Slavery and Civil War
A Changing America- Abraham Lincoln: Sixteenth
President
and conflict.
(4) The 13 colonies came
together around a common
case of liberty and justice,
uniting to fight for
independence during the
American Revolution and to
form a new nation.
(5) The Northwest Ordinance
established a process for the
creation of new states and
specified democratic ideals to
be incorporated in the states of
the Northwest Territory.
Identify Flint artifacts: http://www.oplin.org/point/
(4) Explain why the American colonists united to fight for
independence from Great Britain and form a new nation.
(Read more in Content Elaborations on ODE website)
American Memory Collection- Original text and Declaration of
Independence and U.S. Constitution
http://memory.loc.gov/ammem/index.html
(5) Explain how Ohio progressed from territory to statehood,
including the terms of the Northwest Ordinance; Explain how
the Northwest Ordinance influenced the democratic ideals in
the states formed from the Northwest Ordinance. (Read
more in Content Elaborations on ODE website)
Ohio History Central http://www.ohiohistorycentral.org/ (Northwest
Ordinance)
Original Text of Northwest Ordiance:
http://www.ourdocuments.gov/doc.php?flash=old&doc=8&
page=transcript
Risks and Consequences - Two Tickets to Freedom
and Freedom
(3) Divide the class into groups representing
American Indians, migrating settlers and
immigrants. Have each group determine how they
will use available resources (e.g. land, timber,
water) Guide students to evaluate the impact of
each decision on the other groups.
(4) Divide the class into 3 groups representing the
Northern, Middle and Southern colonies. Identify
the economic characteristics of the region and
explain why colonists would have found issue with
British policies.
(4) Invite veterans to class to discuss the
importance of freedom.
(4) Have students examine the Declaration of
Independence section that begins with “When in
the Course of Human Events” and ends with “Life,
Liberty and the Pursuit of Happiness.” Also
examine the Preamble of U.S. Constitution.
Restate the ideas in presentations, drawings,
poems, collages, etc.
(5) On a map, locate the states that were created
as a result of the Northwest Ordinance.
(6) The inability to resolve
issues with Great Britain and
ongoing conflicts with
American Indians led the U.S.
into the War of 1812. Victory in
the Battle of Lake Erie
contributed to American
success in the war.
(6) Explain how the inability to resolve issues with Great
Britain and ongoing conflicts with American Indians led to
the War of 1812;
Explain the significance of the Battle of Lake Erie to American
success in the War of 1812. (Read more in Content
Elaborations on ODE website)
National Archives: http://docsteach.org/ Select
“Documents” or “Activities” then “Revolution and the New
Nation” for images, documents or activities
(6) Generate a cause and effect chart to explain
some of the unresolved issues that led to the War
of 1812. Begin with the arrival of settlers in the
Ohio territory and guide the class to review issues
that resulted in the French and Indian War,
Revolutionary War, Northwest Ordinance, frontier
wars, etc.
PART B
(7) Sectional issues divided the
U.S. after the War of 1812.
Ohio played a key role in these
issues, particularly with the
antislavery movement and the
Underground Railroad.
(3) Various groups of people
have lived in Ohio over time
including migrating settlers and
immigrants. Interactions
among these groups have
resulted in both cooperation
and conflict.
Government
(15) Individuals have a variety
of opportunities to participate
in and influence their state and
national government. Citizens
have both rights and
responsibilities in Ohio and the
United States.
(7) Describe the sectional issues that divided the United
States after the War of 1812
Explain the role Ohio played with the anti-slavery movement
and the Underground Railroad.
(Read more in Content Elaborations on ODE website)
National Geographic-Interactive information on Underground Railroad
http://nationalgeographic.com/railroad/j4.html
How Stuff Works http://videos.howstuffworks.com/ (Slavery)
3) Explain how interactions among American Indians and
European settlers resulted in both cooperation and conflict.
Government
(15) Describe the ways citizens participate in and influence
state and national government; Explain the rights and
responsibilities of citizens in a democratic government.
Imagine It Units: American Revolution
A Changing America:
The Colonies
Benjamin Banneker Pioneering Scientist
Colonial Time Machine- Ohio text - (Reader’s
Theater)
LEVELED READERS: People in Societies
Why Did They Come?
The Underground Railroad
A Homesteading Community of the 1880’s
Colonial Life
LEVELED READERS: HISTORY
The Spirit of a New Nation
Finding Out About the Past
The Midwest: Its History and People
Unit 4: Civic Participation and the Role of Government
March-April
Enduring Understandings:
 The purpose of Government is to establish order, protect the rights of individuals
and promote the common good.
 Laws in a democratic society establish rule and order
Content Statement
Essential Questions:
How are civic ideals translated into practice?
How are rules good/bad?
What are the purposes and functions of government in Ohio
and the U.S.?
Expectations for Learning
Government
(15) Individuals have a variety
of opportunities to participate
in and influence their state and
national government. Citizens
have both rights and
responsibilities in Ohio and the
United States.
Government
(15) Describe the ways citizens participate in and influence state
and national government (voting, communicating with officials,
participating in civic and service organizations, performing
voluntary service); Explain the rights (freedom of religion, speech
and press, right of petition and right of assembly) and
responsibilities of citizens in a democratic government (obeying
laws, respecting the rights of others, being educated, paying taxes,
serving of juries,,registering for the selective service (for men).
(16) Civic participation requires
individuals to make informed
and reasoned decisions by
accessing/using information.
(16) Use information effectively to make an informed decision.
(17) Effective participants in a
democratic society engage in
compromise.
(17) Describe a strategy for compromise in a situation where there
are differences of opinion on a matter.
(18) Describe ways in which laws protect rights, provide benefits
and assign responsibilities to citizens.
Resources/Assessments
HM Textbook: Pages 190-217
A Changing America - Imagine It Unit
U.S. Constitution and You
Election Daze - Ohio text (Reader’s Theater)
(15)Use print or electronic resources to
identify a state/national concern or issue and
investigate the ways in which citizens can
participate in and influence their
government.,
(15) Read the First Amendment as a class.
Students rewrite the First Amendment in
their own words or draw pictures explaining
the meaning.
(16) Look into an issue that is on a ballot.
Create a chart pro and con. Use information
to take a personal position and defend it.
(18) Laws can protect rights,
provide benefits and assign
responsibilities.
(19) The U.S. Constitution
establishes a system of limited
government and protects
citizens’ rights; five of these
rights are addressed in the First
Amendment.
What are Laws: http://bensguide.gpo.gov/3-5/lawmaking/index.html
(19) Explain how the U.S. Constitution limits the power of
government and protects the rights of citizens. Understand that
the U.S. Constitution provides a framework for government,
describing what it may and may not do, that the people are the
source of the government’s authority and that citizens choose
representatives and decide issues through the process of voting,
that the U.S. Constitution protects the basic rights of citizens I(First
Amendment)
We the People http://www.oclre.org/WeThePeople/
(20) A constitution is a written
plan for government.
Democratic constitutions
provide the framework for
government in Ohio and the
United States.
(20) Describe the purpose of democratic constitutions in Ohio and
the United States.
(21) The Ohio Constitution and
the U.S. Constitution separate
the major responsibilities of
government among three
branches.
(21) Explain major responsibilities of each of the three branches of
government in Ohio and the United States.
(19) Organize groups to research each of the
rights included in the First Amendment .
Ohio History Central: http://www.ohiohistorycentral.org/index.php
Keywords: 1803 Ohio Constitution and U.S. Constitution
Ben’s Guide to U.S. Government for Kids
http://bensguide.gpo.gov/
Select “Branches of Government”
(21) Work in small groups to research a
branch of government in Ohio and the U.S.
Organize information to complete the
appropriate section of a color-coded chart
showing the responsibilities of all three
branches.
(21) Role play the law -making process.
Unit 5: Influences on Ohio’s People - Economy, Technology, Environment
May
Enduring Understandings:
 Economic development is influenced by agriculture, industry and natural resources.
 Entrepreneurs organize productive resources and take risks to make a profit and compete
with other producers.
Content Statement
History
(8) Many technological
innovations that originated
in Ohio benefited the United
States.
Geography
(10) The economic
development of the U.S.
continues to influence and
be influenced by agriculture,
industry and natural
resources in Ohio.
Geography
(11)The regions which
became known as the North,
South, and West of the
United States developed in
Essential Questions:
How has Ohio influenced the growth of the United States?
How do people affect the environment?
How does the environment affect people?
Do decisions made by entrepreneurs determine the
success of a business?
Expectations for Learning
History
(8) Explain how technological innovations of inventors from Ohio
or that originated in Ohio benefitted the United States. (Continue
to add to class timeline)
Ohio Inventors:
http://www.oplin.org/famousohioans/inventors/puzzler.html
Ohio Inventors Scrapbook
http://www.ohiohistorycentral.org/scrapbook-view.php?rec=135
Bibliography of Ohio Inventors
http://www.oplin.org/famousohioans/inventors/reading.html
Geography
(10) Explain how Ohio’s agriculture, industry and natural
resources continue to both influence and be influenced by the
economic development of the United States. (Read more in
Content Elaboration on ODE website)
(11) Describe physical and economic characteristics of the
northern, southern and western regions of the United States in
the early 1800’s.http://www.archives.gov/education/lessons/anti-rail/
(12) Describe ways humans have modified the environment and
explain the positive and negative consequences resulting from
Resources/ Assessments
HM Text Pages 105-111, 138-147Page 218-247
Imagine It Units: Innovations
 Risks and Consequences -Daedalus and
Icarus
 A Changing America-Benjamin Banneker
Pioneering Scientist (can also be American
Revolution)
 Science Fair- How Ben Franklin Stole
Electricity
High Tech World-Ohio text (Reader’s Theater)
Imagine It Units: Economics
 A Real Education in Money
 Erandi’s Braids
 My Rows and Piles of Coins
 A Spoon for Every Bite
 Three Fables by Aesop
 Business is Looking Up
Bank on It!-Ohio text (Reader’s Theater)
the early 1800’s largely
based on their physical,
environments and
economies.
(12) People have modified
the environment since
prehistoric times. There are
both positive and negative
consequences for modifying
the environment in Ohio and
the United States.
those modifications.
Trade Book: Toothpaste Millionaire-Merrill
LEVELED READERS: Inventors
Henry Ford and the Car
Thomas Edison
(13) Explain how Ohio’s population is increasingly reflective of the
cultural diversity of the U.S. (More information in Content
Elaboration on ODE website)
2o10 US Census Data
http://www.census.gov/
2010 US Census Data Diversity Report
http://www.census.gov/population/
(13) The population of the
US has changed over time,
becoming more diverse (e.g.
racial, ethnic, linguistic,
religious) Ohio’s population
has become increasingly
reflective of the cultural
diversity of the U.S.
(14) Ohio’s location in the
U.S. and its transportation
systems continue to
influence the movement of
people, products and ideas.
(14) Explain how Ohio’s location and transportation systems have
influenced the movement of people, products, ideas.
Economics
(22) Tables and charts help
people to understand
information and issues.
Tables organize information
Economics
(22) Use tables and charts to interpret information
(11) Identify distinctive characteristics of each
region by creating a tri-fold or poster and
presenting this information on a gallery walk.
Analyze similarities and differences.
(12) Construct a table or chart identifying
various ways in which people have modified the
environment of Ohio and U.S. Include both
positive and negative consequences.
(13) Using census data for Ohio, construct a
table or chart showing population data and data
on race, ethnicity, language and religion. Analyze
relationship between Ohio’s data and U.S.
diversity.
(14) Create a travel brochure promoting various
transportation systems in Ohio. Focus on early
roads, canals, highways and air travel. Include
illustrations, how people use it, when it was first
used and if it is still used today.
(14) Describe how transportation systems
continue to influence the movement of people,
product and ideas in the US and the significance
of Ohio’s location in the U.S.
(22) Create a fictional budget. Assign a salary
and tell students how much is for taxes. They
will choose how to spend the rest of their
money from a list of options, including home
in columns and rows. Charts
organize information in a
variety of visual formats
(pictures, diagrams, graphs)
(23) Entrepreneurs in Ohio
and the U.S. organize
productive resources and
take risks to make a profit
and compete with other
producers.
(24) Saving a portion of
income contributes to an
individual’s financial wellbeing. Individuals can reduce
spending to save more of
their income.
(23) Explain characteristics of entrepreneurship, including the
risks and benefits
(24) Demonstrate how saving a portion of income contributes to
an individual’s financial well-being.
Explain how individuals can save more of their income by
reducing spending.
costs, types of cars, home cooked meals vs. take
out, entertainment, etc. Create a pie chart
showing how much money is left. The goal is to
see how much of a piece of pie is left for savings
or emergencies.
(23) Create a list of everything that needed to
make a good (e.g. chocolate chip cookies).
Discuss where these resources come from and
the risks involved making this product (e.g. What
if the price of sugar or chocolate chips rises?
(23) Design and create a product using recycled
materials. Create marketing and ads and sell
product with proceeds donated to charity.
(24) Books:
Pickle Patch Bathtub by Frances Kennedy
Arthur’s Funny Money by Lillian Hoban