Gateway Regional School District
SCOPE & SEQUENCE
Social Studies – North American Geography - Grade 4
Massachusetts
Standards
Curriculum
Benchmarks
Possible Instructional
Strategies
Evidence of
Student Learning
(Assessment)
Month
TEXTBOOK – There is no textbook for this subject in fourth grade.
CONCEPTS AND SKILLS
1. Use map and globe skills
to determine absolute
locations (latitude and
longitude) of places studied.
(G)
2. Interpret a map using
information from its title,
compass rose, scale, and
legend. (G)
Students will KNOW:
Absolute location is the exact spot of a place on
earth. It is where one line of latitude crosses one
line of location.
Lines of latitude are imaginary lines that circle the
earth parallel to the equator.
Lines of longitude are imaginary lines that circle
the earth from pole to pole. These lines measure
distances east or west of the starting line Prime
Meridian
Students will be able to DO:
Determine absolute location of state capitals
(4.10), unique features of the United States (4.12),
major cities of Canada (4.17), major cities of
Mexico (4.23)
Students will KNOW:
The title of a map names the subject of the map.
A compass rose has a symbol that shows where the
cardinal directions – north, south, east, and west –
are positioned.
Scale is a measuring line the helps a map user
calculate distance.
The legend explains symbols for understanding a
map.
Hougthon Mifflin
Identifying latitude and longitude occurs in the
following places:
Theme 1, Selection 2, pg 77 - locate on a map four
places you would like to visit in the US then draw the
best route for the journey.
Theme 1, Selection 2, pg 79 - locate where the Titanic
sank.
Theme 4, pg 445 - locate the cities mentioned in Marven
of the Great North Woods.
Theme 6, Selection 1, pg 651 - locate the Pribilof
Islands.
Write a paragraph explaining
how to determine the
absolute location of a
specific place in the world.
Hougthon Mifflin
Interpreting a map occurs in the following places:
Theme 1, pg 27 - Write a paragraph about the Iditarod
route using a map of the route as a source of
information.
Theme 1, pg 107K - Interpret a map of Iceberg Alley
(HM pg 106) then create three questions about the map
to be answered in writing by a classmate.
Students will be able to DO:
Students will use a key to find locations on a map
Page 1 of 9
Developed by Catherine Hanks, Heather Cabral, Mary Junkins, Sandra Mann, and Joanne Paiva based on August 2003 Massachusetts History and Social Science Framework
May 2009
Gateway Regional School District
SCOPE & SEQUENCE
Social Studies – North American Geography - Grade 4
Massachusetts
Standards
3. Observe and describe
national historic sites and
describe their function and
significance. (H, C)
Curriculum
Benchmarks
Students will KNOW:
The function and significance of major
monuments and historical sites in and around
Washington, D.C.
Possible Instructional
Strategies
Evidence of
Student Learning
(Assessment)
Month
Assign pairs of students to research each monument and
historical site and present to the class.
Online virtual tour of each major monument and
historical site
Students will be able to DO:
Students will make posters for each of the historic
sites in Washington, DC and present it orally to the
class
4. Give examples of the
major rights that immigrants
have acquired as citizens of
the United States (e.g., the
right to vote, and freedom of
religion, speech, assembly,
and petition). (C)
Students will KNOW:
People from many cultures contribute to the
American culture.
5. Give examples of the
different ways immigrants
can become citizens of the
United States. (C)
Students will KNOW:
People from many cultures contribute to the
American culture.
*Constitution Day
Students will be able to DO:
Discuss their individual family heritage
Graph their family heritage as a class
Make a list of words that come from a foreign
language
Make a list of cities and towns that come from
foreign languages.
A Very Important Day (Theme 2 Houghton Mifflin)
*Constitution Day
Students will be able to DO:
Discuss their individual family heritage
Graph their family heritage as a class
Make a list of words that come from a foreign
language
Make a list of cities and towns that come from
foreign languages.
Page 2 of 9
Developed by Catherine Hanks, Heather Cabral, Mary Junkins, Sandra Mann, and Joanne Paiva based on August 2003 Massachusetts History and Social Science Framework
May 2009
Gateway Regional School District
SCOPE & SEQUENCE
Social Studies – North American Geography - Grade 4
Massachusetts
Standards
6. Define and give examples
of natural resources in the
United States. (E)
7. Give examples of limited
and unlimited resources and
explain how scarcity compels
people and communities to
make choices about goods
and services, giving up some
things to get other things. (E)
8. Give examples of how the
interaction of buyers and
sellers influences the prices
of goods and services in
markets. (E)
Massachusetts
Standards
Standards 4.1 – 4.7
Curriculum
Benchmarks
Possible Instructional
Strategies
Evidence of
Student Learning
(Assessment)
Month
Draw where natural resources are located in the United
States on a map.
*Test
Students will KNOW:
Definition of natural resources
Students will be able to DO:
Interpret a natural resources map to identify
examples of natural resources in the United States.
Students will KNOW:
Definition of economy
Role Play
Students will be able to DO:
Students will play LEMONADE STAND online
Students will KNOW:
Supply and demand
Houghton Mifflin
Theme 2, Selection 3, pg 219 - Summarize key events in
the development of the Stetson hat after reading Boss of
the Plains.
Students will be able to DO:
Students will play LEMONADE STAND online
Role Play
Curriculum
Benchmarks
Optional standards for Ancient China,
Possible Instructional
Strategies
LEARNING STANDARDS
c.
3000-200 BC/BCE are not included in the
Evidence of Student
Learning (Assessment)
Month
Standards are not addressed in fourth grade
Page 3 of 9
Developed by Catherine Hanks, Heather Cabral, Mary Junkins, Sandra Mann, and Joanne Paiva based on August 2003 Massachusetts History and Social Science Framework
May 2009
Gateway Regional School District
SCOPE & SEQUENCE
Social Studies – North American Geography - Grade 4
Massachusetts
Standards
Curriculum
Benchmarks
Possible Instructional
Strategies
Evidence of Student
Learning (Assessment)
Month
curriclulm as per decision at a Grade
Level Meeting in 12/07.
4.8 On a map of the world,
locate North America. On a
map of North America, locate
the United States, the Atlantic
and Pacific Oceans, Gulf of
Mexico, Mississippi and Rio
Grande Rivers, the Great
Lakes, Hudson Bay, and the
Rocky and Appalachian
Mountain ranges. (G)
4.9 On a map of North
America, locate the current
boundaries of the United
States (including Alaska and
Hawaii). Locate the New
England, Middle Atlantic,
Atlantic Coast/Appalachian,
Southeast/Gulf, South Central,
Great Lakes, Plains,
Southwest Desert, and Pacific
states and the Commonwealth
of Puerto Rico. (G)
4.10 Identify the states, state
capitals, and major cities in
each region. (G)
Students will KNOW:
Students will know how to locate North America,
United States, the Atlantic and Pacific Oceans,
Gulf of Mexico, Mississippi and Rio Grande
Rivers, the Great Lakes, Hudson Bay, and the
Rocky and Appalachian Mountain ranges
Students will be able to DO:
Label a map of North America and the United
States
Students will KNOW:
On a map of North America, locate the current
boundaries of the United States (including Alaska
and Hawaii). Locate the New England, Middle
Atlantic, Atlantic Coast/Appalachian,
Southeast/Gulf, South Central, Great Lakes, Plains,
Southwest Desert, and Pacific states and the
Commonwealth of Puerto Rico.
Students will know that there are a six regions in
the United States
Our Country’s Geography, by Steck-Vaughn
-Unit 1 (Chapters 1-3)
Sketch a mental map of the
continents and correctly label
North America. Within North
America correctly label Canada,
Mexico, ant the United States
(Connect to standards 4.17, 4.23)
Our Country’s Geography, by Steck-Vaughn
-Unit 1 (Chapters 1-3)
Color and label a map
Online Resource - USA Games
Students will be able to DO:
Identify which states are in each region on a map
Label a map of North America
Students will KNOW:
Students will know the states, state capitals, and
major cities in each region
Students physically create a project to demonstrate their
understanding of each region (iphoto travel brochure,
salt flower map, etc.
Students will be able to DO:
Locate each state, it’s capital, and major cities in
its specific region.
Online Resource – Fun State Facts
Online Resource – Place the State
Online Resource – 50 States and Capitals (cartoon song)
Page 4 of 9
Developed by Catherine Hanks, Heather Cabral, Mary Junkins, Sandra Mann, and Joanne Paiva based on August 2003 Massachusetts History and Social Science Framework
May 2009
Gateway Regional School District
SCOPE & SEQUENCE
Social Studies – North American Geography - Grade 4
Massachusetts
Standards
4.11 Describe the climate,
major physical features, and
major natural resources in
each region. (G)
4.12 Identify and describe
unique features of the United
States (e.g., the Everglades,
the Grand Canyon, Mount
Rushmore, the Redwood
Forest, Yellowstone National
Park, and Yosemite National
Park). (G)
4.13 Identify major
monuments and historical sites
in and around Washington,
D.C. (e.g., the Jefferson and
Lincoln Memorials, the
Smithsonian Museums, the
Library of Congress, the
White House, the Capitol, the
Washington Monument, the
National Archives, Arlington
National Cemetery, the
Vietnam Veterans Memorial,
the Iwo Jima Memorial, and
Mount Vernon). (G)
Curriculum
Benchmarks
Students will KNOW:
Definition physical features, physical map
Coastal plains, highlands, plateaus, deserts,
mountains, major lakes and rivers for each region
Possible Instructional
Strategies
*Grandfather’s Journey – what he misses about home
(mountains, etc.)
Students will KNOW:
Names of the major national parks in each region
Create a brochure that includes plants and animals
specific to each.
Students will be able to DO:
Identify monuments
Shown pictures of monuments and historical sites,
students will be able to identify them.
Month
Houghton Mifflin
Theme 1, Selection 1 on challenges posed by climate
and physical features to athletes competing in the
Iditarod could be used as an introduction for this
standard.
Students will be able to DO:
Draw and label a map of the major physical
features of each region of the United States
Students will be able to DO:
Locate the major national parks in each region on
a map - Everglades, the Grand Canyon, Mount
Rushmore, the Redwood Forest, Yellowstone
National Park, and Yosemite National Park
Students will KNOW:
The function and significance of major
monuments and historical sites in and around
Washington, D.C.
Evidence of Student
Learning (Assessment)
Hougthon Mifflin
Theme 5, pg 530A - Slavery, the Civil War, and the
Montgomery bus boycott are remembered at the
National Civil Rights Museum.
Theme 5, pg 530A - story is about Martin Luther King’s
speech; also has article about Rosa Parks.
Theme 5, pg 555A - Complete a cause and effect chart
after reading Happy Birthday, Dr. King
Theme 5, pg 552 - Write an information paragraph
about Rosa Parks
Project identifying and describing
major monuments and historical
sites in and around Washington,
D.C.
Assign pairs of students to research each monument and
historical site and present to the class.
Online virtual tour of each major monument and
historical site
Page 5 of 9
Developed by Catherine Hanks, Heather Cabral, Mary Junkins, Sandra Mann, and Joanne Paiva based on August 2003 Massachusetts History and Social Science Framework
May 2009
Gateway Regional School District
SCOPE & SEQUENCE
Social Studies – North American Geography - Grade 4
Massachusetts
Standards
Curriculum
Benchmarks
4.14 Identify the five different
European countries (France,
Spain, England, Russia, and
the Netherlands) that
influenced different regions of
the present United States at
the time the New World was
being explored and describe
how their influence can be
traced to place names,
architectural features, and
language. (H, G)
Students will KNOW:
Europe is NOT a state, nor is it a country
As you study each region students will understand
the countries which influenced the settlement of
that particular region.
the difference between a state, region, country,
and continent
4.15 Describe the diverse
nature of the American people
by identifying the distinctive
contributions to American
culture of:
A. several indigenous
peoples in different areas
of the country (e.g.,
Navajo, Seminoles,
Sioux, Hawaiians, and
Inuits).
B. African Americans,
including an explanation
of their early
concentration in the
South because of slavery
and the Great Migration
to northern cities in the
20th century, and recent
African immigrant
groups (e.g., Ethiopian)
Students will KNOW:
People from many cultures contribute to the
American culture.
Possible Instructional
Strategies
Evidence of Student
Learning (Assessment)
Month
A Very Important Day
Our Country’s Geography- Steck-Vaughn
(Chapters 14-15)
As students complete their travel books students will
incorporate the influences from these countries
Students will be able to DO:
Be able to match the region of the United States
and the major European country/countries that
settled it.
Students will be able to DO:
Discuss their individual family heritage
Graph their family heritage as a class
List words that come from a foreign language
List cities and towns that come from foreign
languages.
Houghton Mifflin includes several stories that relate to
this standard:
Theme 4, pg 410 - Set a purpose for reading The Name
Game about the meanings of last names from varied
cultures in the US.
Theme 5, Selection 2, pg 579 - Write a
book jacket summary of Cuban immigrant
Gloria Estefan’s life.
Theme 4 has selections about a Puerto Rican, Eastern
European, Chinese, and African American boy.
Our Country’s Geography- Steck-Vaughn
(Chapters 14-15)
Page 6 of 9
Developed by Catherine Hanks, Heather Cabral, Mary Junkins, Sandra Mann, and Joanne Paiva based on August 2003 Massachusetts History and Social Science Framework
May 2009
Gateway Regional School District
SCOPE & SEQUENCE
Social Studies – North American Geography - Grade 4
Massachusetts
Standards
C.
D.
Curriculum
Benchmarks
Possible Instructional
Strategies
Evidence of Student
Learning (Assessment)
Month
and where they tended to
settle in large numbers.
major European
immigrant groups who
have come to America,
locating their countries of
origin and where they
tended to settle in large
numbers (e.g., English,
Germans, Italians, Scots,
Irish, Jews, Poles, and
Scandinavians).
major Spanish-speaking
(e.g., Cubans, Mexicans)
and Asian (e.g., Chinese,
Japanese, Korean,
Vietnamese) immigrant
groups who have come to
America in the 19th and
20th centuries, locating
their countries of origin
and where they tended to
settle in large numbers.
(H, G)
4.16 Identify major immigrant
groups who live in
Massachusetts and where they
now live in large numbers
(e.g., English, Irish, Italians,
French Canadians, Armenians,
Greeks, Portuguese, Haitians,
and Vietnamese). (H, G)
Correlates with Grade 3 Focus on Massachusetts rather than broad Grade 4 focus on North America
Page 7 of 9
Developed by Catherine Hanks, Heather Cabral, Mary Junkins, Sandra Mann, and Joanne Paiva based on August 2003 Massachusetts History and Social Science Framework
May 2009
Gateway Regional School District
SCOPE & SEQUENCE
Social Studies – North American Geography - Grade 4
Massachusetts
Standards
4.17 On a map of North
America, locate Canada, its
provinces, and major cities.
(G)
Curriculum
Benchmarks
Students will KNOW:
Canada is not part of the United States and it is
not a state
Provinces and major cities in Canada
Possible Instructional
Strategies
Connect this standard with 4.23 (Mexico)
Students will be able to DO:
Locate and label provinces and major cities on a
map
4.18 Describe the climate,
major physical characteristics,
and major natural resources of
Canada and explain their
relationship to settlement,
trade, and the Canadian
economy. (G, E)
4.19 Describe the major ethnic
and religious groups of
modern Canada. (G, H, C, E)
4.20 Identify when Canada
became an independent nation
and explain how independence
was achieved. (H, G)
4.21 Identify the location of at
least two Native American
tribes in Canada (e.g.,
Kwakiutl and Micmac) and
the Inuit nation and describe
their major social features. (H,
G)
4.22 Identify the major
language groups in Canada,
their geographic location, and
the relations among them. (H,
G)
Evidence of Student
Learning (Assessment)
Month
Sketch a mental map of the
continents and correctly label
North America. Within North
America correctly label Canada,
Mexico, ant the United States
(Connect to standards 4.17, 4.23)
Standard is not addressed in Grade 4
Standard is not addressed in Grade 4
Standard is not addressed in Grade 4
Standard is not addressed in Grade 4
Standard is not addressed in Grade 4
Page 8 of 9
Developed by Catherine Hanks, Heather Cabral, Mary Junkins, Sandra Mann, and Joanne Paiva based on August 2003 Massachusetts History and Social Science Framework
May 2009
Gateway Regional School District
SCOPE & SEQUENCE
Social Studies – North American Geography - Grade 4
Massachusetts
Standards
4.23 On a map of North
America, locate Mexico and
its major cities. (G)
Curriculum
Benchmarks
Students will KNOW:
SAME AS CANADA
Possible Instructional
Strategies
Connect with 4.17 (Canada)
Month
Sketch a mental map of the
continents and correctly label
North America. Within North
America correctly label Canada,
Mexico, ant the United States
(Connect to standards 4.17, 4.23)
Students will be able to DO:
SAME AS CANADA
4.24 Describe the climate,
major physical characteristics,
and major natural resources of
Mexico and explain their
relationship to the Mexican
economy. (G)
4.25 Identify the language,
major religion, and peoples of
Mexico. (H)
4.26 Identify when Mexico
became an independent nation
and describe how
independence was achieved.
(H, G)
Standards 4.27 – 4.30
Evidence of Student
Learning (Assessment)
Standard is not addressed in Grade 4
Standard is not addressed in Grade 4
Standard is not addressed in Grade 4
Optional standards about Central America and the
Caribbean Islands as per decision at a Grade
Standards are not addressed in fourth grade
Level Meeting in 12/07.
Page 9 of 9
Developed by Catherine Hanks, Heather Cabral, Mary Junkins, Sandra Mann, and Joanne Paiva based on August 2003 Massachusetts History and Social Science Framework
May 2009