2015 - 2016
Grade 4
SOCIAL STUDIES
Curriculum Map
Volusia County Schools
Next Generation Sunshine State Standards
Next Generation Sunshine State Standards
Course Number: 5021060 - Fourth Grade: Florida Studies – The fourth-grade Social Studies curriculum consists of the
following content area strands: American History, Geography, Economics, and Civics. Fourth-grade students will learn about
Florida history, focusing on exploration and colonization, growth, and the 20th Century and beyond. Students will study the
important people, places, and events that helped shape Florida history.
Fourth Grade Overview
Civics and Government (C)
Standard 1: Foundations of Government, Law, and the American Political System
Standard 2: Civic and Political Participation
Standard 3: Structure and Functions of Government
Geography (G)
Standard 1: The World in Spatial Terms
American History (A)
Standard 1: Historical Inquiry and Analysis
Standard 2: Pre-Columbian Florida
Standard 3: Exploration and Settlement of Florida
Standard 4: Growth of Florida
Standard 5: Crisis of the Union: Civil War and Reconstruction in Florida
Standard 6: Industrialization and Emergence of Modern Florida
Standard 7: Great Depression, Roaring 20’s, and World War II in Florida
Standard 8: Contemporary Florida into the 21st Century
Standard 9: Chronological Thinking
Economics (E)
Standard 1: Beginning Economics
2
Volusia County Schools – June 2015
Grade 4 Social Studies
Pacing: 1st Nine Weeks
Unit 1: Civics and Government
Weeks
1
Aug.
24-28
Civics
2
Aug. 31Sept. 4
Civics
3
Sept.
8-11
Geography
4
Sept.
14-18
Benchmarks/Learning Targets
SS.4.C.2.2 Identify ways citizens work together to influence government
and help solve community and state problems.
Students will:
 discuss their civic responsibilities in the school community (e.g., respect
others/no bullying, coming to school on time, doing homework, working
hard).
 discuss ways they can work together to be good citizens in their school
community (e.g., be kind, respect school property, pick up trash, participate
in school activities).
 identify community and state problems.
 describe how citizens, including children, can help solve community and
state problems (e.g., voting, conservation, recycling).
 summarize ways citizens can influence government and public policy.
SS.4.C.2.3 Explain the importance of public service, voting, and
volunteerism.
Students will:
 list different types of public service.
 identify different types of volunteerism and their impact.
 explain the importance and impact of public service and voting.
th
Note: Celebrate Labor Day Holiday September 7 .
SS.4.G.1.4 Interpret political and physical maps using map elements (title,
compass rose, cardinal directions, intermediate directions, symbols,
legend, scale, longitude, latitude).
Students will:
 identify map elements (i.e., title, compass rose, symbols, legend, scale,
longitude, and latitude).
 indicate cardinal directions and intermediate directions on a map.
 interpret information on political and physical maps.
SS.4.G.1.1 Identify physical features of Florida.
Students will:
 identify and locate Florida’s major physical features, including major
bodies of water and areas with major islands, on a state map (e.g.,
Florida Keys).
Academic Language
civic
responsibility
community
citizens
public policy
Resources
Studies Weekly
Week 1: Florida State Symbols
Social Studies Lessons
Safari Montage
Exploring Communities, Rules, and Laws
public service
volunteerism
impact
voting
Studies Weekly
Week 3: Government Functions
Social Studies Lessons
ReadWorks
Get Out and Vote
longitude
latitude
compass rose
legend
scale
cardinal directions
political map
physical map
interpret
intermediate directions
Studies Weekly
Week 4: Florida’s Physical Features
Social Studies Lessons
Safari Montage
Making and Reading Maps
Studies Weekly
Week 4: Florida’s Physical Features
Social Studies Lessons
Safari Montage
Florida (K-4)
Constitution Day
ReadWorks
Branching Out
Geography
3
Volusia County Schools – June 2015
Grade 4 Social Studies
Weeks
4
Sept.
14-18
Geography
5
Sept.
22-25
Benchmarks/Learning Targets
Academic Language
cultural features
tourism
attractions
historical
Sept. 28Oct. 9
Civics
8&9
Oct.
12-22
Civics
SS.4.C.1.1 Describe how Florida’s constitution protects the rights of
citizens and provides for the structure, function, and purposes of state
government.
Students will:
 describe the purpose of the Florida constitution.
 explain how Florida’s constitution protects citizens’ rights.
 show how elements of the Florida constitution guide the structure,
function and purposes of state government.
SS.4.C.3.1 Identify the three branches (Legislative, Judicial, Executive) of
government in Florida and the powers of each.
Students will:
 identify the legislative, judicial, and executive branches of Florida’s
government.
 provide examples of actions taken by each of Florida’s three branches of
government.
 compare powers of Florida’s three branches of government.
SS.4.C.3.2 Distinguish between state (governor, state representative, or
senator) and local government (mayor, city commissioner).
Students will:
 identify roles in state government (i.e., governor, state representative,
senator).
 identify roles in local government (i.e., mayor and city commissioner)
 compare and contrast the scope of power between state and local
government officials.
constitution
rights of citizens
structure
function
purpose
Studies Weekly
Week 2: Three Branches of Government
legislative
judicial
executive
branches
powers
Studies Weekly
Week 2: Three Branches of Government
roles
governor
representative
senator
scope of power
local
officials
Studies Weekly
Week 2: Three Branches of Government
Week 3: Government Functions
4
Studies Weekly
Week 2: Three Branches of Government
(pg.1 Constitution Day)
Social Studies Lessons
public issues
impact
citizens
Studies Weekly
Week 3: Government Functions
Safari Montage
Federal, State, and Local Government
Civics
6 &7
Resources
SS.4.G.1.2 Locate and label cultural features on a Florida map.
Students will:
 locate, label, and discuss Florida’s cultural features on a Florida map
(e.g., state capital -Tallahassee, major cities, sites of important
historical events, major tourist attractions).
th
Note: Celebrate Constitution Day, September 17 .
SS.4.C.2.1 Discuss public issues in Florida that impact the daily lives of
its citizens.
Students will:
 discuss and explain how public issues impact citizens’ daily lives.
Social Studies Lessons
Social Studies Lessons
Social Studies Lessons
Volusia County Schools – June 2015
Grade 4 Social Studies
Pacing: 2nd Nine Weeks
Unit 2: Florida History (Native Americans & Explorers)
Weeks
Benchmarks/Learning Targets
Throughout
All Units
SS.4.A.9.1 Utilize timelines to sequence key events in Florida history.
Students will:
 create and use a timeline to sequence key events in Florida history (i.e.,
First Americans/Native Americans, European Exploration/Colonization, First
Spanish Period, British Period, Second Spanish Period).
SS.4.A.1.1 Analyze primary and secondary resources to identify
significant individuals and events throughout Florida history.
Students will:
 use a variety of resources to summarize major events in Florida’s history
(e.g., photographs, paintings, maps, artifacts, timelines, audio and video,
letters, diaries, periodicals, newspapers articles, websites).
SS.4.A.1.2 Synthesize information related to Florida history through print
and electronic media.
 learn to use a print and electronic media to gain information (e.g.,
newspapers, websites, video).
 draw from print and electronic media to describe significant moments in
Florida history.
 compare and contrast information from multiple resources to describe key
historic events in Florida (e.g., newspapers, websites, video).
Academic Language
Social Studies Lessons
artifacts
periodicals
Social Studies Lessons
electronic media
significant
multiple
Studies Weekly
Week 21: Modern Communication
Social Studies Lessons
ReadWorks
Viking and European
Viking and European Christopher
Columbus
American
History
10-13
Oct. 26Nov. 20
American
History
SS.4.A.2.1 Compare Native American tribes in Florida.
Students will:
 identify and compare pre-Columbian Florida’s different Native American
tribes (e.g., Apalachee, Calusa, Tequesta, Timucua, Tocobaga).
 summarize the lifestyles of different Florida tribes.
th
Note: Celebrate Veterans Day, November 11 .
Resources
key events
colonization
exploration
native
European
pre-Columbian
tribes
Explorers
Christopher Columbus
Studies Weekly
Week 6: Natives of Florida
Social Studies Lessons
14
Nov.
23-24
Thanksgiving Holiday (Begins End of Day) – November 24
5
th
Volusia County Schools – June 2015
Grade 4 Social Studies
Weeks
15
Nov. 30
Dec. 4
American
History
16
Dec.
7-11
American
History
17
Dec.
14-18
Throughout
Remaining
Units
American
History
18
Jan.
4-8
American
History
Benchmarks/Learning Targets
Academic Language
Resources
SS.4.A.3.1 Identify explorers who came to Florida and the motivations for
their expeditions.
Students will:
 identify explorers who landed in Florida (e.g., Ponce de Leon, Hernando de
Soto, Tristan de Luna, Jean Ribault).
explorers
expeditions
Studies Weekly
Week 7: Finding Florida
Week 8: American Colonization
Week 9: Spanish Missions
Week 10: Saint Augustine
Week 11: British Florida
SS.4.A.3.2 Describe causes and effects of European colonization on the
Native American tribes of Florida.
Students will:
 define and describe European colonization in Florida.
 summarize the effects of European colonization on Native American tribes
using primary and secondary resources (e.g., protection of ships,
colonization, disease, death, spread of religion).
SS.4.A.3.3 Identify the significance of St. Augustine as the oldest
permanent European settlement in the United States.
Students will:
 discuss and summarize St. Augustine’s significance in Florida history and
United States history.
colonization
primary resource
secondary resource
religion
Social Studies Lessons
Winter Holiday (Begins End of Day) – December 18
Review and Extend SS.4.A.3.1, 3.2, 3.3
Safari Montage
Saint Augustine
th
SS.4.A.3.7 Identify nations (Spain, France, England) that controlled Florida
before it became a United States territory.
Students will:
 research and discuss the nations that controlled Florida before it became a
United States territory.
 summarize Florida’s early history before it became a territory of the United
States (i.e., First People/Native Americans, European
Exploration/Colonization, First Spanish Period, British Period, Second
Spanish Period).
SS.4.A.3.6 Identify the effects of Spanish rule in Florida.
Students will:
 identify the effects of Spanish rule in Florida (e.g., agriculture, weapons,
architecture, place names, and culture).
 summarize contemporary examples of Spanish linguistic and cultural
influences in Florida (e.g., names of cities-Pensacola, agriculture, weapons,
architecture, art, music, and food).
SS.4.A.3.4 Explain the purposes of and daily life on missions (San Luis de
Talimali in present-day Tallahassee).
Students will:
 define the term “missions” and explain their purpose.
 describe daily life practices at missions, highlighting Florida’s Mission San
Luis de Talimali.
6
significance
ReadWorks
Vikings and European Explorers
Ponce de Leon
territory
summarize
exploration
period
Social Studies Lessons
agriculture
architecture
culture
contemporary
linguistic
influences
Pensacola
Studies Weekly
Week 7: Spanish Explorers
mission
highlighting
San Luis de Talimali
Studies Weekly
Week 9: Spanish Missions
Social Studies Lessons
Volusia County Schools – June 2015
Grade 4 Social Studies
Weeks
19
Jan.
11-14
American
History
Benchmarks/Learning Targets
SS.4.A.3.5 Identify the significance of Fort Mose as the first free African
community in the United States.
Students will:
 discuss Fort Mose’s role as the country’s first legally sanctioned free
African settlement.
 chronicle Fort Mose’s ensuing years as a sanctuary for African people
seeking freedom from English slavery.
 summarize Fort Mose’s significance as a precursor site to the Underground
Railroad.
SS.4.A.8.1 Identify Florida’s role in the Civil Rights Movement.
Students will:
 discuss and chronicle significant events of the Florida civil rights movement
(e.g., Tallahassee bus boycotts in 1956, the Tallahassee sit-ins in 1960,
civil disobedience, the legacy of early civil rights pioneers Harry T. and
Harriette V. Moore).
 correlate Florida’s role in the civil rights movement with the national civil
rights movement.
th
Note: Celebrate Martin Luther King’s Birthday Holiday, January 18 .
7
Academic Language
Fort Mose
role
sanctioned
chronicle
ensuing
sanctuary
seeking
precursor
significance
Underground Railroad
chronicle
civil rights movement
boycotts
civil disobedience
legacy
civil rights
pioneers
correlate
Resources
Studies Weekly
Week 10: Saint Augustine pg.3
Week 27: Contemporary Men and
Women of Florida pg.2
Social Studies Lessons
Safari Montage
Martin Luther King Jr.
Martin Luther King Jr. Day
ReadWorks
Honoring King
Volusia County Schools – June 2015
Grade 4 Social Studies
Pacing: 3rd Nine Weeks
Unit 3: Florida History (Seminole Wars)
Weeks
Benchmarks/Learning Targets
Throughout
All Units
SS.4.A.9.1 Utilize timelines to sequence key events in Florida history.
Students will:
 create and use a timeline to sequence key events in Florida history (i.e.,
First Americans/Native Americans, European Exploration/Colonization, First
Spanish Period, British Period, Second Spanish Period).
SS.4.A.1.1 Analyze primary and secondary resources to identify
significant individuals and events throughout Florida history.
Students will:
 use a variety of resources to summarize major events in Florida’s history
(e.g., photographs, paintings, maps, artifacts, timelines, audio and video,
letters, diaries, periodicals, newspapers articles, websites).
SS.4.A.1.2 Synthesize information related to Florida history through print
and electronic media.
 learn to use a print and electronic media to gain information (e.g.,
newspapers, websites, video).
 draw from print and electronic media to describe significant moments in
Florida history.
 compare and contrast information from multiple resources to describe key
historic events in Florida (e.g., newspapers, websites, video).
SS.4.A.3.9 Explain how Florida (Adams-Onis Treaty) became a U.S.
territory.
Students will:
 discuss and explain the role of the Adams-Onis Treaty in Florida history.
 chronicle Florida’s shift from being a Spanish territory to a U.S. territory.
 identify the principal people involved in the Adams-Onis Treaty, including
John Quincy Adams and Luis de Onis.
SS.4.A.3.8 Explain how the Seminole tribe formed and the purpose for
their migration.
Students will:
 discuss and explain the reasons for the large migration of Creeks to Florida
and how they became known as Seminoles.
 chronicle the tribe’s evolution through the British, second Spanish, and
Black Seminoles Periods.
SS.4.A.3.10 Identify the causes and effects of the Seminole Wars.
Students will:
 discuss/outline the events/conflicts leading up to the First Seminole War.
 summarize, distinguish between, describe the First, Second, & Third
Seminole Wars, including Andrew Jackson’s invasion of Florida, the treaties
signed, the migration to Indian Territory, and the 1868 Florida Constitution.
American
History
20
Jan.
19-22
American
History
21
Jan.
25-29
American
History
8
Academic Language
Resources
key events
colonization
exploration
native
European
Social Studies Lessons
artifacts
periodicals
Social Studies Lessons
electronic media
significant
historic
Adams-Onis Treaty
chronicle
Studies Weekly
Week 14: Territorial Years
Social Studies Lessons
migration
Creeks
evolution
Black Seminoles
Studies Weekly
Week 6: Florida Natives
conflicts
distinguish
invasion
treaties
territory
constitution
Studies Weekly
Week 15: The Seminole Wars
Social Studies Lessons
Social Studies Lessons
Volusia County Schools – June 2015
Grade 4 Social Studies
Pacing: 3rd Nine Weeks cont.
Unit 3: Florida History (Pioneer Life & Civil War)
Weeks
22
Feb.
1-5
Geography
23
Feb.
8-12
American
History
24 & 25
Feb.
16-26
American
History
Benchmarks/Learning Targets
Academic Language
Resources
SS.4.G.1.3 Explain how weather impacts Florida.
Students will:
 discuss and describe Florida’s weather patterns by season (e.g., hurricanes,
thunderstorms, drought, frost, mild climate).
 discuss and describe the impacts of Florida’s storms, including hurricanes and
thunderstorms.
 explain the economic, architectural, scientific, social impacts weather has on
Florida.
Note: Participate in Severe Weather Awareness Week.
SS.4.A.4.2 Describe pioneer life in Florida.
Students will:
 discuss the daily life practices of early Florida pioneers between 1821 and
statehood.
 Compare/contrast the experiences of men, women, and children in the Florida
Territory (e.g., the role of men, women, children, Florida Crackers, Black
Seminoles).
Note: Celebrate Presidents’ Day, February 15th.
weather patterns
impacts
economic
architectural
scientific
social impacts
Studies Weekly
Week 16: Florida Statehood
pioneers
Florida Crackers
Black Seminoles
Studies Weekly
Week 16: Florida Statehood
SS.4.A.4.1 Explain the effects of technological advances on Florida.
Students will:
 discuss/identify early technological advances in Florida from 1821-Civil War
(steam engines, steamboats, delivery of water to some areas of the state).
 describe the effects early technological advances had on daily life in Florida from
1821 to the Civil War (e.g., steam engine, steamboats, delivery of water to some
areas of the state).
technological
advances
steam engine
steamboats
Studies Weekly
Week 20: Transportation
secession
union
blockades
battles
plantation
culture
First Florida Calvary
Studies Weekly
Week 17: Civil War
Reconstruction
segregation
sharecropping
Studies Weekly
Week 18: Reconstruction Era
Social Studies Lessons
Social Studies Lessons
ReadWorks
US Presidents – Lincoln
US Presidents - Washington
Social Studies Lessons
26
Feb. 29March 4
27
March
7-11
American
History
28
March
14-17
American
History
Florida State Assessment (Writing)
SS.4.A.5.1 Describe Florida’s involvement (secession, blockades of ports, the
battles of Ft. Pickens, Olustee, Ft. Brooke, Natural Bridge, food supply) in the
Civil War.
Students will:
 discuss the conditions leading up to Florida’s secession from the Union.
 discuss and identify major moments in Florida’s Civil War history (i.e.,
secession, port blockades, significant battles).
 discuss and identify major moments in Florida’s Civil War (e.g., Ft. Zachary
Taylor, the plantation culture, the First Florida Cavalry).
 summarize Florida’s involvement in the Civil War.
SS.4.A.5.2 Summarize challenges Floridians faced during Reconstruction.
Students will:
 identify the events surrounding Reconstruction.
 describe the challenges of Reconstruction in Florida (e.g., segregation,
sharecropping, Blacks’ participation in state and federal governments).
9
Social Studies Lessons
Social Studies Lessons
Volusia County Schools – June 2015
Grade 4 Social Studies
Pacing: 4th Nine Weeks
Unit 4: Florida History (Immigration & Great Depression)
Weeks
29
March 28April 1
American
History
30
April
4-8
American
History
Benchmarks/Learning Targets
Academic Language
SS.4.A.6.4 Describe effects of the Spanish American War on Florida.
Students will:
 discuss and identify Florida’s role in the Spanish American War.
 explain the outcome and economic impact of the Spanish American War
on Florida.
Spanish American War
outcome
economic impact
SS.4.A.6.2 Summarize contributions immigrant groups made to Florida.
Students will:
 discuss and list prominent immigrant groups from Florida’s past and
present.
 describe major contributions of immigrant groups to Florida’s culture and
daily life (e.g., language, food, art, beliefs and practices, literature,
education, and clothing).
SS.4.A.8.2 Describe how and why immigration impacts Florida today.
Students will:
 identify Florida’s historic and current immigrant groups.
 identify and explain reasons why immigrants settled in Florida.
 summarize the contributions of diverse immigrant groups to Florida’s
culture and governance.
 describe the challenges faced by immigrant groups in Florida.
prominent
immigrant
Resources
Studies Weekly
Week 19: Spanish American War
Social Studies Lessons
Studies Weekly
Week 28: Florida’s Heritage and Cultures
Social Studies Lessons
immigrant
diverse
culture
governance
challenges
Studies Weekly
Week 28: Florida’s Heritage and Cultures
Great Depression
historic events
Studies Weekly
Week 22: World War I
Social Studies Lessons
31
April
11-15
32
April
18-22
American
History
Florida State Assessment (Reading & Math)
SS.4.A.7.2 Summarize challenges Floridians faced during the Great
Depression.
Students will:
 discuss and chronicle the economic factors leading to the Great
Depression.
 describe the impact of the Great Depression on daily life in Florida.
 summarize the economic factors and historic events that contributed to the
end of the Great Depression (e.g., the Labor Day hurricane of 1935,
Mediterranean fruit fly).
SS.A.7.1 Describe the causes and effects of the 1920s Florida land
boom and bust.
Students will:
 discuss and outline Florida’s economic state during the 1920s.
 describe the causes and effects of the land boom and bust (e.g., land
speculation).
10
Social Studies Lessons
economic state
land boom
land bust
land speculation
Studies Weekly
Week 24: Florida’s Population
Social Studies Lessons
Volusia County Schools – June 2015
Grade 4 Social Studies
Pacing: 4th Nine Weeks cont.
Unit 4: Florida History (Entrepreneurs & World War II)
Weeks
33
April
25-29
American
History/
Economics
34
May
2-6
American
History
Benchmarks/Learning Targets
SS.4.A.6.1 Describe the economic development of Florida’s major
industries.
Students will:
 discuss and list examples of Florida’s major industries (i.e., timber, citrus,
railroads, shrimping).
 correlate the availability of resources and consumer demand with the
success of industries.(e.g., cattle, tourism, phosphate, cigar, bridges, air
conditioning, sponge, wrecking/pirating).
SS.4.E.1.2 Explain Florida’s role in the national and international
economy and conditions that attract businesses to the state.
Students will:
 discuss and describe Florida’s major contributions to the national and
international economy (i.e., agriculture, phosphate production, the space
industry).
 summarize the economic impact of Florida’s tourist industry.
 explain how Florida attracts businesses to the state. (e.g., tourism,
agriculture, phosphate, and space industry).
SS.4.A.7.3 Identify Florida’s role in World War II.
Students will:
 discuss Florida’s involvement in World War II (e.g., warfare near Florida’s
shores, spying near the coast, Mosquito Fleet).
 identify major locations of Florida’s training bases during World War II
(e.g., Miami, Tampa, Tallahassee).
11
Academic Language
industries
timber
shrimping
availability of resources
consumer demand
tourism
phosphate
Resources
Studies Weekly
Week 29: Florida Industries
Social Studies Lessons
contributions
economy
space industry
international
national
warfare
Mosquito Fleet
training bases
Studies Weekly
Week 23: World War II
Social Studies Lessons
Volusia County Schools – June 2015
Grade 4 Social Studies
Unit 4: Florida History (Modern Florida & 21st Century)
Weeks
35
May
9-13
American
History
36
May
16-20
Benchmarks/Learning Targets
Pacing: 4th Nine Weeks cont.
Academic Language
SS.4.A.8.4 Explain how tourism affects Florida’s economy and growth.
Students will:
 discuss the major components of Florida’s tourist industry (i.e., ecotourism, beaches, natural wonders, amusement parks and cultural sites).
 explain how tourism impacts Florida’s economy.
eco-tourism
natural wonders
cultural sites
SS.4.A.8.3 Describe the effect of the United States space program on
Florida’s economy and growth.
Students will:
 discuss the development of the national space program.
 identify how the national space program impacts Florida’s economy and
population.
national space program
population
SS.4.A.6.3 Describe the contributions of significant individuals to
Florida.
Students will:
 discuss and identify significant figures in Florida history (e.g., John Gorrie,
Henry Flagler, Henry Plant, Lue Gim Gong, Vincente Martinez Ybor, Julia
Tuttle, Mary McLeod Bethune, Thomas Alva Edison, James Weldon
Johnson, Marjorie Kinnan Rawlings).
 describe the impact of significant figures on Florida.
SS.4.E.1.1 Identify entrepreneurs from various social and ethnic
backgrounds who have influenced Florida and local economy.
Students will:
 discuss and identify major Florida entrepreneurs (e.g., Henry Flagler, Walt
Disney, Ed Ball, Alfred DuPont, Julia Tuttle, Vincente Martinez Ybor).
 discuss entrepreneurs’ impact on Florida’s economy.
th
Note: Celebrate Memorial Day Holiday, May 30 .
significant figures
Social Studies Lessons
May 23June 7
American
History
12
Studies Weekly
Week 30: Space Port of Planet Earth
Social Studies Lessons
ReadWorks
The Ride Stuff
American
History
37-39
Resources
Studies Weekly
Week 31: Florida’s Tourist Industry
Studies Weekly
Week 27: Contemporary Florida Men and
Women
Week 20: Modern Transportation
Social Studies Lessons
entrepreneurs
economy
Studies Weekly
Week 27: Contemporary Florida Men and
Women
Week 20: Modern Transportation
Social Studies Lessons
Volusia County Schools – June 2015
Grade 4 Social Studies