TANGIPAHOA PARISH SCHOOL SYSTEM
SOCIAL STUDIES CURRICULUM MAP
GRADE 4
Unit___7_: Growth of a Nation
TIME FRAME: About 6 weeks
Suggeste d Time
Comprehensive
Curriculum Activity
Day 1 and 2
Activity 1: Life
Before
Independence
Grade Level Expectations
(focus GLEs boldfaced)
{SOC.4.58} Describe the importance of events and ideas significant to our nation's development
TEACHER
EDITION
PAGES p. 100-103,
171-173
RECOMMENDED
ASSESSMENTS
Checklist, Multi-Flow
Map (See CC Activity
Specific Assessment),
Learning Logs to respond to questions in Activity 1
TEXTBOOK
RESOURCES p. 100-103, 171-
173
Day 3 and 4
Day 5,
6, and
7
Activity 2: The
Path to
Revolutionary
War
Activity 3:
Early American
Leaders
{SOC.4.58} Describe the importance of events and ideas significant to our nation's development
{SOC.4.57
} Identify leaders and their influence in the early development of
America
Page 130 -
132
Page 129,
130
BLM: Path to the
Revolutionary War page
40
DRTA (See CC Unit 7,
Activity 3), Observation,
Checklist,
Page 130 -132
Page 129, 130
OTHER RESOURCES
BLM: Boston Tea Party
Reader’s Theater pages
35-39, map of thirteen colonies
(http://www.eduplace.co
m/ss/maps/pdf/colonies.
pdf), Learning Logs, picture of Boston Tea
Party
( http://etc.usf.edu/clipar t/5600/5624/boston_tea_ party_1.htm
)
BrainPop: http://www.brainpop.co
m/socialstudies/ushistor y/
BLM: Path to the
Revolutionary War page
40
BrainPop: http://www.brainpop.co
m/socialstudies/ushistor y/
United Streaming videos: http://search.discoverye
ducation.com/
Novels about people and events during the
American Revolution http://www.teachervisio
n.fen.com/americanrevolution/activity/10189
.html

Day 8 and 9
Activity 4:
Declaration of
Independence
{SOC.4.27} Describe the significance of the Declaration of Independence, the U.S.
Constitution and its principles of democracy, and the Bill of Rights (e.g., basic freedoms)
{SOC.4.58} Describe the importance of events and ideas significant to our nation's development
Page 129,
130
Page 482-
483
Day 10 and 11
Activity 5:
Founding
Fathers
{SOC.4.59} Identify a document/speech/address significant to the development of the nation from an excerpt (e.g., Preamble to the U.S.
Constitution), and identify the author/speaker of a particular document/speech/address
{SOC.4.60} Describe American democratic principles as exemplified by major historic events, groups of people, and leaders (e.g., American Revolution,
Civil War, Civil Rights Movement)
{SOC.4.27} Describe the significance of the Declaration of Independence, the U.S.
Constitution and its principles of democracy, and the Bill of Rights (e.g., basic freedoms)
{SOC.4.57
} Identify leaders and their influence in the early development of
America
Page 129,
130
Label the parts of the
Declaration of
Independence (See CC
Unit 7, Activity 4),
Illustration and
Explanation of Grievance chosen from the
Declaration of
Independence, Activity
Book page 39
Page 129, 130
Page 482-483
Life-sized Founding
Father (See CC Activity
Specific Assessment)
Page 129, 130
BrainPop: http://www.brainpop.co
m/socialstudies/ushistor y/
United Streaming
Video: “Six
Revolutionary War
Figures”
Copies of the
Declaration of
Independence for each students
(http://www.archives.go
v/national-archivesexperience/charters/decl aration transcript.,
Activity Book page 39
BrainPop: http://www.brainpop.co
m/socialstudies/ushistor y/
United Streaming videos: http://search.discoverye
ducation.com/
Leveled Reader:
“Greetings from the
Northeast” page 6-7
Biographies of signers of the Declaration of
Independence http://www.ushistory.or
g/declaration/signers/
BrainPop: http://www.brainpop.co
m/socialstudies/ushistor y/

Day 12 and 13
Activity 6:
Purpose of the
U.S.
Constitution
{SOC.4.26} Identify the purpose and importance of a rule or a law
{SOC.4.27} Describe the significance of the Declaration of Independence, the U.S.
Constitution and its principles of democracy, and the Bill of Rights (e.g., basic freedoms)
{SOC.4.59} Identify a document/speech/address significant to the development of the nation from an excerpt (e.g., Preamble to the U.S.
Constitution), and identify the author/speaker of a particular document/speech/address
{SOC.4.60} Describe American democratic principles as exemplified by major historic events, groups of people, and leaders (e.g., American Revolution,
Civil War, Civil Rights Movement)
Page 129,
130
Day
14, 15, and 16
Activity 7:
Preamble of the
U.S.
Constitution
{SOC.4.27} Describe the significance of the Declaration of Independence, the U.S.
Constitution and its principles of democracy, and the Bill of Rights (e.g., basic freedoms)
{SOC.4.58} Describe the importance of events and ideas significant to our nation's development
{SOC.4.59} Identify a document/speech/address significant to the development of the nation from an excerpt (e.g., Preamble to the U.S.
Constitution), and identify the author/speaker of a particular document/speech/address
{SOC.4.60} Describe American democratic principles as exemplified by major historic events, groups of people, and leaders (e.g., American Revolution,
Civil War, Civil Rights Movement)
Tree Map for sorting/listing examples of rules and laws
Page 129, 130
Classroom Constitution
Created by Students (See
CC Activity Specific
Assessment)
Activity Book p.125
We the Kids, by David
Catrow
Copy of the Constitution for each students: http://www.archives.gov
/national-archivesexperience/charters/cons titution_transcript.html
.
Tree Map
BrainPop: http://www.brainpop.co
m/socialstudies/ushistor y/
United Streaming
Video: “Ssssshhhh!
We're Writing the
Constitution!”
Activity Book p.125,
Copy of the Constitution for each student: http://www.archives.gov
/national-archivesexperience/charters/cons titution_transcript.html
BrainPop: http://www.brainpop.co
m/socialstudies/ushistor y/

Day
17,18 and 19
Activity 8: The
Louisiana and
U.S.
Constitution
Day 20 and 21
Day 22 and 23
Day 24 and 25
Activity 9:
Citizenship
Activity 10:
ABC’s of
Citizenship
Activity 11:
Citizenship and
National Issues
{SOC.4.28} Explain the similarities between the Louisiana and U.S.
Constitutions
SOC.4.32
} Identify the means by which individuals become U.S. citizens
Page 148-
149, page
430-435, page 449
BLM: What Do You
Know About U.S.
Citizenship Opinionnaire page 42
Page 148-149, page 430-435, page 449
{SOC.4.34} Discuss civic traits of good citizenship that are important to the preservation and improvement of
American constitutional democracy, using an excerpt from a speech, address, or essay which illustrates those traits
SOC.4.33
} Identify the rights and responsibilities of citizenship in making the nation a better place to live
{SOC.4.35} Identify a national issue and describe how good citizenship can help
Page 510
Page 450-
451
Page 411
BLM: Comparing
Constitutions Venn
Diagram page 41
BLM: ABC’s of
Citizenship page 43
BLM: Good Citizenship
Opinionnaire page 44
Page 510
Page 450-451
Page 411
BLM: Comparing
Constitutions Venn
Diagram page 41
Copy of the Louisiana
Constitution: http://senate.legis.state.l
a.us/Documents/Constit ution/constitution.pdf.
Copy of the Constitution for each students: http://www.archives.gov
/national-archivesexperience/charters/cons titution_transcript.html
BLM: What Do You
Know About U.S.
Citizenship
Opinionnaire page 42
Leveled Reader:
“Looking at the United
States” page 10-11 http://www.ailc.com/ser vices/natz/English.pdf
BLM: ABC’s of
Citizenship page 43
Leveled Reader:
“Looking at the United
States” page 10-11
See list of websites in
CC Unit 7, Activity 10
BLM: Good Citizenship
Opinionnaire page 44
Leveled Reader:
“Looking at the United
States” page 10-11,
Activity Book page 111

Day 26 and 27
Activity 12: The
United Nations solve the problem
{SOC.4.29
} Explain the concept of nation with reference to countries, governments, and peoples
{SOC.4.30} Identify ways nations interact and why interactions are important (e.g., treaties, diplomacy)
Day 28 Review
Page 488-
491
{SOC.4.31} Identify the United Nations and its role in international peace keeping
All GLE’s covered in Unit 7 All of the above
BLM: United Nations
Spilt-Page Notes page 45
Page 488-491
Day 29
Day 30
Review
Review and
Assessment
All GLE’s covered in Unit 7
All GLE’s covered in Unit 7
All of the above
All of the above
BLM: United Nations
Spilt-Page Notes page 45 http://cyberschoolbus.un
.org/
Study Guide Review
Teacher Observation
All of the above
All of the above
Teacher Made Unit 7 Test All of the above
Teacher Created Study
Guide, Acronym Poem
(See CC General
Assessments)
TEACHER’S CHOICE:
(Kagan Structure, Fan and Pick, jeopardy, concentration, ETC.)
Teacher Made Unit 7
Test