BCPS Curriculum Alignment

Essential Question for Enduring Understanding

Essential Question:

Grade 4 Social Studies- America in Miniature Unit 4
Examine the impact of geography on the industrial growth and economic prosperity of communities in the state, nation, and world.

Describe the relationship between available resources and the production of goods and services.

KSI(s) from AIM
O-12 The student will describe the human and physical characteristics of places.
KSI-A Construct a variety of maps using map elements.
KSI-B Describe geographic characteristics of Maryland using photographs, maps, charts, graphs, and atlases.
KSI-C Describe geographic characteristics of the United States using photographs, maps, charts,
graphs, and atlases.
KSI-D Locate physical and human features of Maryland.
KSI-E Locate physical and human features of the United States.

O-13 The student will compare and contrast the geographic characteristics of regions.
KSI-A Compare physical characteristics of different places and regions of the United States.
KSI-B Compare physical characteristics of different places and regions of Maryland.
KSI-C Compare human characteristics of different places and regions of the United States.
KSI-D Compare human characteristics of different places and regions of Maryland.
KSI-E Describe how geographic characteristics of a place or region change over time and affect the way people live and work.

Library Media Indicators for Grade 4

Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.

- Read, view, and listen for information presented in any format (e.g. textual visual, media, digital) in order to make inferences and gather meaning.

Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.

- Organize knowledge so that it is useful.

- Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.

- Use information and technology ethically and responsibly.

MD State Curriculum Alignment

Maryland State Curriculum for Grade 4 Social Studies
(MSDE)

Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities and spatial connections throughout time.

Topic
B. Geographic Characteristics of Places and Regions

Indicator
1. Describe similarities and differences of regions by using geographic characteristics.

Objectives

1. Compare physical characteristics of different places and regions of Maryland and the United States including natural/physical features, weather and climate, soil, vegetation, minerals and animal life

2. Compare human characteristics of different places and regions of Maryland the United States, including human-made features, language, religions, political systems, economic activity, and population distribution

3. Describe how geographic characteristics of a place or region change over time and affect the way people live and work

Topic
C. Movement of People, Goods and Ideas

Indicator
1. Describe and analyze population growth, migration, and settlement patterns in Maryland and regions of the United States.

Objectives
Identify the reasons for the movement of peoples to, from, and within Maryland and the United States.

1.0 – Technology Systems: Develop foundations in the understanding and uses of technology systems.

2.0 – Digital Citizenship: Practice ethical, legal, and responsible use of technology.

3.0 – Technology for Learning and Collaboration: Use a variety of technologies for learning and collaboration.

4.0 – Technology for Communication and Expression: Use technology to communicate information and express ideas using various media formats.

5.0 – Technology for Information Use and Management: Use technology to locate, evaluate, gather, and organize information and data.

6.0 – Technology for Problem-Solving and Decision-Making: Demonstrate ability to use technology and develop strategies to solve problems and make informed decisions.

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
(MSDE)

Identify the reasons for the movement of peoples to, from, and within Maryland and the United States.

College and Career Readiness Anchor Standards for Reading
Key Ideas and Details:

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze thier development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, or ideas develop and interact over the course of text.

Craft and Structure:

1. Assess how point of view or purposes shapes the content and style of a text.

Integration of Knowledge and Ideas:

1. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

2. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

3. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

1. Read and comprehend complex literary and informational texts independently and proficiently.

College and Career Readiness Anchor Standards for Writing
Text Types and Purposes:

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Production and Distribution of Writing:

1. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

2. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

3. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge:

1. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

2. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

3. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing:

1. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

National Standards

1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

2. Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information.

4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

5. Digital Citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.

1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.

1.1.6 Read, view, and listen for information presented in any format (e.g. textual visual, media, digital) in order to make inferences and gather meaning.

2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.

2.1.2 Organize knowledge so that it is useful.

2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.

3.1.6 Use information and technology ethically and responsibly.