South Carolina
4 GRADE SOCIAL STUDIES
2011-2012 Pacing Guide
th
Unit
Unit 1:
Exploration of
the New World
Unit 2:
Settlement of the
New World
Days 42
Unit 3:
The Road to
Independence
Unit 4:
Revolution and
the New Nation
Day 85
Unit 5:
The Constitution
and the Bill of
Rights
Unit 6:
Territorial
Expansion
CASE21 Inc.
Days
Standard/
Indicator*
Major Topics/Concepts
Landbridge Theory
Culture of Native Americans in the Eastern
1.1
Woodlands
1.2
~10 Days
Factors leading to the exploration of the New World
1.3
Trade competition between European nations
1.4
New technologies that contributed to exploration
Significant discoveries by various countries/explorers
The Columbian Exchange
Settlement of South Carolina and the other colonies
2.1
Differences and similarities of the colonies
2.2
Triangular Trade
~10 Days
2.3
Use of indentured servants and slaves
Life for slaves
Contributions of African Americans to the settlement
of America
1st Cumulative Benchmark (covering all content through day 41)
Interactions between different groups living in the
colonies
Impact of the French and Indian War
2.4
Slave Revolts
~10 Days
3.1
Events leading to the American Revolutions
3.2
Colonists’ reactions to actions of the British
government
Declaration of Independence
Key battles of the Revolutionary War
Geographic significance of the key battles
3.3
Impact of American Revolution on slaves, women,
~10 Days
3.4
and Native Americans
4.1
The Articles of Confederations
Reasons for the writing the Constitution
2nd Cumulative Benchmark (covering all content through day 84)
Organization of the US government
Purpose of the three branches of government
4.2
Bill of Rights
4.3
~10 Days
Rights of individuals and limited government
4.4
Importance of citizen involvement in the government
4.5
Accomplishments of early leaders of the nation
Formation of the first two political parties
5.1
Acquisition of new territories (i.e. Louisiana
5.2
Purchase, annexation of Texas)
~10 Days
5.3
Exploration of the western territories
5.4
Reasons people moved west/Manifest Destiny
1
www.case21inc.com
Unit
Days
Standard/
Indicator*
Major Topics/Concepts
Effects of territorial expansion on existing states
Impact of territorial expansion on slavery
Impact of territorial expansion on Native Americans
Days 130
3rd Cumulative Benchmark (covering all content through day 130)
Effect of legislative and judicial action on slavery
Nationalism and sectionalism
5.5
Differences between life in the North and the South
6.1
Abolitionists movement
Unit 7:
6.2
Slavery in the territories
The Civil War
~20 Days
6.3
Events leading to the Civil War
6.4
Secession/Confederacy
6.5
Key events of the Civil War
Role of African Americans during the war
Impact of the Civil War in the nation
Days 156-160
Review/Optional Comprehensive Benchmark
Days 161-165
PASS Tests
Days 166-180
Enrichment/Remediation
*Aligned to the 2011 South Carolina Social Studies Academic Standards (pending State Board
approval on August 18, 2011)
CASE21 Inc.
2
www.case21inc.com
Unit 1: Exploration of the New World
(Teachers are encouraged to pretest each unit to examine students’ needs.)
Major Concepts:
 Landbridge Theory
 Culture of Native Americans in the Eastern Woodlands
 Factors leading to the exploration of the New World
 Trade competition between European nations
 New technologies that contributed to exploration
 Significant discoveries by various countries/explorers
Pacing Guide: ~ 10 instructional days
Standard and Indicators: 4-1.1, 4-1.2, 4-1.3, 4-1.4
Standard 1: The student will demonstrate an understanding of political, economic, and geographic
reasons for the exploration of the New World.
4-1.1 Summarize the spread of Native American populations using the Landbridge Theory.
4-1.2 Compare the everyday life, physical environment, and culture of the major Native American
cultural groupings, including the Eastern Woodlands, the Plains, the Southwest, the Great Basin,
and the Pacific Northwest.
4-1.3 Explain the political, economic, and technological factors that led to the exploration of the New
World by Spain, Portugal, the Netherlands, and England, including competition between nations,
the expansion of international trade, and the technological advances in shipbuilding, and
navigation.
4-1.4 Summarize the accomplishments of the Vikings, the Portuguese, Spanish, English, and French
explorers, including Leif Eriksson, Columbus, Hernando de Soto, Magellan, Henry Hudson, John
Cabot, and La Salle.
Desired Outcomes
Students should be able to:
 Explain the Landbridge Theory and summarize who Native American populations moved across
the continent.
 Compare the culture of the major Native American groups of the Eastern Woodlands.
 Identify the political, economic, and technological factors that prompted European nations to send
explorers to the New World.
 Read and interpret maps of expeditions by various explorers, including identifying territories
claimed for individual European nations.
 Summarize the accomplishments of various explores.
 Explain the significance of discoveries by the explorers from various European nations.
Key Vocabulary
Landbridge Theory
trade
compass
New World
Culture
navigation
cartography
expedition
Eastern Woodlands
astrolabe
explorer
CASE21 Inc.
3
www.case21inc.com
Unit 2: Settlement of the New World
(Teachers are encouraged to pretest each unit to examine students’ needs.)
Major Concepts:
 The Columbian Exchange
 Settlement of South Carolina and the other colonies
 Differences and similarities of the colonies
 Triangular Trade
 Use of indentured servants and slaves
 Life for slaves
 Contributions of African Americans to the settlement of America
Pacing Guide: ~ 10 instructional days
Standard and Indicators: 4-2.1, 4-2.2, 4-2.3
Standard 2: The student will demonstrate an understanding of how the settlement of North America
was influenced by the interactions of Native Americans, Europeans, and African.
4-2.1 Summarize the cause and effect relationship of the Columbian Exchange.
4-2.2 Compare the various European settlements in North America in terms of economic activities,
religious emphasis, government, and lifestyles.
4-2.3 Explain the impact of the triangular trade, indentured servitude, and the enslaved and free
Africans on the developing culture and economy of North America.
Desired Outcomes
Students should be able to:
 Identify resources, goods, diseases, and ideas that were exchanged between the New and Old
World as part of the Columbian Exchange.
 Explain the impact the Columbian Exchange had on both the New and Old Words.
 Explain the similarities and differences in the British colonies including reasons for settlement,
type of economic system, role of religion, and government practices.
 Explain the impact of Triangular Trade on the colonies including why it was necessary and the
types of goods traded along the routes.
 Identify the differences between indentured servants and slaves.
 Summarize what life was like for slaves in the various colonies in the New World.
 Identify the contributions made by African Americans to the settlement of South Carolina and
America.
Key Vocabulary
Columbian Exchange Quakers
cash crops
Gullah
Jamestown
indentured servants
slavery
Pilgrims
self-government
Triangular Trade
Puritans
plantations
Middle Passage
CASE21 Inc.
4
www.case21inc.com
Unit 3: The Road to Independence
(Teachers are encouraged to pretest each unit to examine students’ needs.)
Major Concepts:
 Interactions between different groups living in the colonies
 Impact of the French and Indian War
 Slave Revolts
 Events leading to the American Revolutions
 Colonist’s reactions to actions of the British government
 Declaration of Independence
Pacing Guide: ~ 10 instructional days
Standard and Indicators: 4-2.4, 4-3.1, 4-3.2
Standard 2: The student will demonstrate an understanding of how the settlement of North America
was influenced by the interactions of Native Americans, Europeans, and African Americans.
4-2.4 Summarize the relationship among the Native Americans, Europeans, and Africans, including the
French and Indian War, and slave revolts, and the conduct of trade
Standard 3: The student will demonstrate an understanding of the conflict between the American
colonies and England.
4-3.1 Explain the major political and economic factors leading to the American Revolution, including the
French and Indian War, the Stamp Act, the Tea Act, the Intolerable Acts, as well as American
resistance to these acts through boycotts, petitions, and congresses.
4-3.2 Explain the significance of major ideas and philosophies of government reflected in the
Declaration of Independence.
Desired Outcomes
Students should be able to:
 Give examples of conflict and cooperation between different groups during the colonial period and
explain how these interactions influenced the colonial settlements.
 Explain how various actions of the British government lead to resistance from the colonists.
 Identify the tactics colonists used to resist British rule.
 Explain the major ideas that influenced the ideals in the Declaration of Independence.
 Explain the philosophy of government included in the Declaration of Independence.
Key Vocabulary
conflict
Intolerable Acts
boycott
Declaration of
Independence
cooperation
Stamp Act
petitions
French and Indian
Tea Act
Continental Congress
War
CASE21 Inc.
5
www.case21inc.com
Unit 4: Revolution and the New Nation
(Teachers are encouraged to pretest each unit to examine students’ needs.)
Major Concepts:
 Key battles of the Revolutionary War
 Geographic significance of the key battles
 Impact of American Revolution on slaves, women, and Native Americans
 The Articles of Confederations
 Reasons for the writing the Constitution
Pacing Guide: ~ 10 instructional days
Standard and Indicators: 4-3.3, 4-3.4, 4-4.1
Standard 3: The student will demonstrate an understanding of the conflict between the American
colonies and England.
4-4.3 Summarize the importance of the key battles of the Revolutionary War including the reasons for
the American victory, including Lexington and Concord, Bunker (Breed’s) Hill, Charleston,
Saratoga, Cowpens, and Yorktown.
4-4.4 Explain how the American Revolution and the future of the institution of slavery affected attitudes
toward slavers, women, and Native Americans.
Standard 4: The students will demonstrate an understanding of the beginnings of America as a nation
and the establishment of the new government.
4-4.1 Compare the ideas in the Articles of Confederation with those in the United States Constitution
including how powers are now shared between state and national government and how
individuals and states are represented in Congress.
Desired Outcomes
Students should be able to:
 Explain why certain battles are considered to be “key” battles of the war.
 Compare the different battles and explain how each contributed to the American victory in the
war.
 Understand the contributions of women and African Americans to the American Revolution.
 Explain the impact of the war on attitudes about slavery in both the North and the South.
 Explain how Native Americans were affected by the outcome of the war and decisions made by
the new American government.
 Assess the strengths and weaknesses of the American government under the Articles of
Confederation.
 Compare the Articles of Confederation and the US Constitution.
 Explain how the Constitution was written to address problems with the Articles of Confederation.
Key Vocabulary
Lexington and
Concord
Cowpens
Articles of Confederation
Constitution
Bunker (Breed’s) Hill Saratoga
Land Ordinance of 1785
Northwest Ordinance of
Siege of Charleston
Yorktown
1787
CASE21 Inc.
6
www.case21inc.com
Unit 5: The Constitution and the Bill of Rights
(Teachers are encouraged to pretest each unit to examine students’ needs.)
Major Concepts:
 Organization of the US government
 Purpose of the three branches of government
 Bill of Rights
 Rights of individuals and limited government
 Importance of citizen involvement in the government
 Accomplishments of early leaders of the nation
 Formation of the first two political parties
Pacing Guide: ~ 10 instructional days
Standard and Indicators: 4-4.2, 4-4.3, 4-4.4, 4-4.5
Standard 4: The students will demonstrate an understanding of the beginnings of America as a nation
and the establishment of the new government.
4-4.2 Explain the significance of the legislative, executive, and judicial branches of the government.
4-4.3 Explain how the United States Constitution and the Bill of Rights placed importance on the active
involvement of citizens in the government and protected the rights of white male property owners
but not those of slaves, women, and Native Americans.
4-4.4 Compare the roles and accomplishments of early leaders in the development of the new nation,
including George Washington, John Adams, Thomas Jefferson, Alexander Hamilton, John Marshall,
and James Madison.
4-4.5 Compare the social and economic differences of the two political parties that formed in the 1790s.
Desired Outcomes
Students should be able to:
 Identify the main role of each branch of the federal government.
 Identify reasons the Bill of Rights was added to the Constitution.
 Explain how the Bill of Rights protects individual citizens and limits the power of the federal
government.
 Identify ways individuals can be active citizens and explain why participation is important in a
democracy.
 Compare the accomplishments of the different leaders of the nation in the Federalist Era.
 Explain the reasons two political parties came into existence in the 1790s.
 Compare the social and economic differences of the Federalist and Democratic-Republican parties.
Key Vocabulary
legislative branch
checks and balances
political party
executive branch
ratification
Federalists
judicial branch
Bill of Rights
Democratic-Republicans
CASE21 Inc.
7
www.case21inc.com
Unit 6: Territorial Expansion
(Teachers are encouraged to pretest each unit to examine students’ needs.)
Major Concepts:
 Acquisition of new territories (i.e. Louisiana Purchase, annexation of Texas)
 Exploration of the western territories
 Reasons people moved west
 Manifest Destiny
 Effects of territorial expansion existing states
 Impact of territorial expansion on slavery
 Impact of territorial expansion on Native Americans
Pacing Guide: ~ 10 instructional days
Standard and Indicators: 4-5.1, 4-5.2, 4-5.3, 4-5.4
Standard 5: The students will demonstrate an understanding of westward expansion of the United
States and its impact on the institution of slavery.
4-5.1 Summarize the major expeditions that played a role in westward expansion, including those Daniel
Boone, Lewis and Clark, and Zebulon Pike.
4-5.2 Explain the motives and methods of migrants and immigrants, who moved West, including
economic opportunities, the availability of rich land, and the country’s belief in Manifest Destiny.
4-5.3 Explain the purpose, location, and impact of key United States acquisitions in the first half of the
nineteenth century including the Louisiana Purchase, the Florida Purchase, the Oregon treaty, the
annexation of Texas, and the Mexican Cession.
4-5.4 Summarize how territorial expansion, related land policies, and specific legislation affected Native
Americans and slavery in the territories, including the Northwest Ordinance of 1787 and the
Indian Removal Act of 1830.
Desired Outcomes
Students should be able to:
 Summarize the major explorations of Daniel Boone and Lewis and Clark and elaborate on the role
these expeditions played in westward expansion.
 Identify reasons people moved into the western territory.
 Explain how the idea of Manifest Destiny influenced the expansion of the United States.
 Explain how land acquisition affected the balance of free and slave states in the country and led
to increased tension between them.
 Summarize how Native Americans were impacted by westward expansion.
Key Vocabulary
territory
Zebulon Pike
Louisiana Purchase
Daniel Boone’s
explorations
Manifest Destiny
Trail of Tears
Lewis and Clark
expedition
annexation
Indian Removal Act
CASE21 Inc.
8
www.case21inc.com
Unit 7: The Civil War
(Teachers are encouraged to pretest each unit to examine students’ needs.)
Major Concepts:
 Effect of legislative and judicial action on slavery
 Nationalism and sectionalism
 Differences between life in the North and the South
 Abolitionists movement
 Slavery in the territories
 Events leading to the Civil War
 Secession/Confederacy
 Key events of the Civil War
 Role of African Americans during the war
 Impact of the Civil War in the nation
Pacing Guide: ~ 20 instructional days
Standard and Indicators: 4-5.5, 4-6.1, 4-6.2, 4-6.3, 4-6.4, 4-6.5
Standard 5: The student will demonstrate an understanding of westward expansion of the United States
and its impact on the institution of slavery.
4-5.1 Explain how the Missouri Compromise, the fugitive slave laws, the annexation of Texas, the
Compromise of 1850, the Kansas-Nebraska Act, and the Dred Scott decision affected the
institution of slavery in the United States and its territories.
Standard 6: The students will demonstrate an understanding of the causes, the course, and effects of
the American Civil War.
4-6.1 Explain the significance economic and geographic differences between the North and South.
4-6.2 Explain the contributions of abolitionists to the mounting tensions between the North and South
over slavery, including William Lloyd Garrison, Sojourner Truth, Frederick Douglass, Harriet
Tubman, Harriet Beecher Stowe, and John Brown.
4-6.3 Summarize the specific events and issues that led to the Civil War including sectionalism, fueled
slavery in the territories, states’ rights, the presidential election of 1860, and secession.
4-6.4 Summarize significant battles, strategies, and turning points of the Civil War, including the battles
of Fort Sumter and Gettysburg, the Emancipation Proclamation, the role of African Americans in
the war, the surrender at Appomattox, and the assassination of President Lincoln.
4-6.5 Explain the social, economic, and political effects of the Civil War on the United States.
Desired Outcomes
Students should be able to:
 Explain how legislative action and judicial decisions on slavery.
 Explain how westward expansion and related legislation affected the spread of slavery.
 Explain the economic and geographic differences between the North and South and how these
differences led to tension between the two areas.
 Explain how the expansion of slavery contributed to the increased sectionalism in the nation.
 Summarize the main events and key figures of the abolitionist movement to end slavery.
 Summarize the main causes of the Civil War and explain how each event led to secession.
 Identify the key events, battles, and turning points of the Civil War.
 Explain how the Civil War changed the nation.
 Explain how the American people were impacted by the war, including women and African
Americans.
Key Vocabulary
CASE21 Inc.
9
www.case21inc.com
Missouri Compromise
Dred Scott decision
Kansas-Nebraska Act
CASE21 Inc.
sectionalism
states’ rights
abolition
Compromise of 1850
John Brown’s Raid
election of 1860
secession
Confederacy
Fort Sumter
Gettysburg
10
Emancipation
Proclamation
Massachusetts 54th
strategy
surrender
Lincoln’s assassination
www.case21inc.com