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Social Studies Pacing Guide Grade 4
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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38
Topic Aug Sept Sept Sept Sept Oct Oct Oct Oct Nov Nov Nov Nov Dec Dec Dec Dec Jan Jan Jan Jan Feb Feb Feb Feb Mar Mar Mar Mar Apr Apr Apr Apr May May May May Jun
Unit 1-Land of the United
States X W WCh 1-What on Earth is
Geography X X X I I
Ch 2-Understanding Regions X X N N
Constitution (mandate) X T TAmerican Indian Day
(mandate) X E E
Unit 2-The East R R
Ch 3- Exploring the East X X B B
Ch 4 Living in the East X X X R R
Leif Erickson Day ( mandate) X E E
Unit 3-The South A A
Ch 5- Exploring the South X X K K
Ch 6-Living in the South X X W WAfrican American History
(mandate) I I X
Unit 4-The Midwest N N
Ch 7-Exploring the Midwest T T X X X
Ch 8- Living in the Midwest E E X X X
Women in History (mandate) R R X
Unit 5-The West B B
Ch 9-Exploring the West R R X X
Ch 10- Living in the West E E X X X
Holocaust (mandate) A A X
1
Social Studies Pacing Guide Grade 4
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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38
Topic Aug Sept Sept Sept Sept Oct Oct Oct Oct Nov Nov Nov Nov Dec Dec Dec Dec Jan Jan Jan Jan Feb Feb Feb Feb Mar Mar Mar Mar Apr Apr Apr Apr May May May May Jun
Unit 6-Connections to our
world K K
Ch 11-Here in the Americas W W X X
Ch 12-Beyond the Americas I I X X X
Irish Famine (mandate) N N X
Illinois Law Week (mandate) T T X
2
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Formative
Assessments
Summative
Assessment
Suggested
Accomodations
Resources/Activities
17A Almanac I 17A Illinois, United States,
and World map skills
1 day How many regions are in
the United States? How
does climate affect life in
a region? What is special
about your region?
almanac, border,
legend Practice Book(PB) p.1
Geography activities
from Bringing Social
Studies Alive (BSSA) p.
4-5
None Resources for
Reaching All
Learners (RRAL)
p. 35, 47
Almanac, p. 2-3, Ch 2 TE p. 36-
45, 50-57 United States
Regions
TE Ch 2 Skillbuilder Latitude
and Longitude
17C Ch 1 Lesson
1 and Lesson
2
I 17C People change and
adapt to the physical
environment to meet their
needs, changes in geographic
features over time, and
technology's impact on the
environment
2 days What is geography? How
can you tell the location
of a place? What is a
region? What are
physical features and
human features? What
forces shape the land?
geography,
environment,
hemisphere,
latitude (parallels),
longitude
(meridians), region,
compass rose,
scale, tectonic
plate, erosion,
glacier, basin,
globe, continents
PB p.3 - 4
ISN entry: What is
geography? How does
it affect you?
Ch 1 Lesson 1 p. 11
Lesson Review, Ch
1 Lesson 2 p. 19
Lesson Review
Ch 1 TE p. 5, 7, 9,
11, 12, 14, 17, 19
RRAL p. 48
Assessment
Options (AO) p. 1
Ch 1 Lesson 1 Geography of
Our World and Ch 1 Lesson 2
Land and Water p. 4-19
17B Ch 1 Lesson
3
I 17B How the physical
environment is used to meet
the needs of people
1 day What are the natural
resources in the US, and
how do they affect
people's lives?
natural resources,
renewable,
nonrenewable,
product, fossil fuel,
minerals, nation
PB p. 7 Ch 1 Lesson 3 p 29
Lesson Review
Ch 1 TE p 25, 27,
29
RRAL p. 49
AO p. 3
Ch 1 Lesson 3 Resources of the
United States p. 24-29
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Unit 1 - The Land of the United States
Essential Content Key:
I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
Copying this document is prohibited without written permission from Cicero School District 99. 1
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Formative
Assessments
Summative
Assessment
Suggested
Accomodations
Resources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
17C Ch 2 Lesson
1 and Lesson
2
I 17C People change and adapt
to the physical environment to
meet their needs, changes in
geographic features over time,
and technology's impact on the
environment
2 days What is a region? Why is
the US divided into
regions? What are
physical and human
features of a region?
What are the four major
regions of the US?
region,
boundaries,
urban, suburban,
rural, economy,
agriculture
PB p. 8 -9, My State
Handbook (MSH) Unit 1
p.6-9 , Resources for
Reaching All Learners
RRAL p. 4-5
AO pg 8-9 Ch 2 TE 37, 39,
40, 41, 43, 45,
50, 53, 55
RRAL p. 50, 51
Ch 2 TE p. 36-39, 42-45 How
people use regions
17A Ch 2
Skillbuilder
I 17A Illinois, United States,
and World map skills
1 day What are the lines of
latitude and longitude?
How are they used to
locate places on a map or
globe?
latitude,
longitude
Ch 2 Skillbuilder p. 51
"Practice the Skill" and
"Apply the Skill"
Showdown giving
certain latitudes and
longitudes
PB p. 10 Resources for
Reaching All
Learners (RRAL)
p. 35, 36
Ch 2 Skillbuilder p. 50-51 Use
Latitude and Longitude to
locate places on a map
17C Ch 2 Lesson
3
I 17C People change and adapt
to the physical environment to
meet their needs, changes in
geographic features over time,
and technology's impact on the
environment
1 day How does weather differ
from climate? What
three factors affect
climate?
weather, climate,
precipitation,
temperature,
elevation
PB p 11 Ch 2 Lesson 3 p 57
Lesson Review
Ch 2 Lesson 3 TE
p 53, 55, 57
RRAL p. 35, 52
AO p. 10
Ch 2 Lesson 3 Climate Regions
p. 52-57
Career Connections: government leaders, cartographers (map skills), teachers, miners, farmers, ranchers, fishermen, forestry workers, engineering, meteorologists
Copying this document is prohibited without written permission from Cicero School District 99. 2
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Formative
Assessments
Summative
Assessment
Suggested
Accomodations
Resources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
17A
17B
Almanac I 17A Illinois, United States,
and World map skills
I 17B How the physical
environment (including seasons
and time zones) influence how
people's needs are met
1 day What are the time zones
in the US?
time zones Unit 2 Almanac TE p. 68-
69 Interpreting Maps
and Graphs questions
Rally Coach: In what
time zone is a
particular city/state
PB p. 12 None Almanac, p. 68-69
16D Ch 3 Read
Aloud
I 16D Changing societal roles
and turning points in local,
Illinois, and United States social
history
1 day What was life like for
factory workers in the
East during the late
1800's?
immigrate,
culture, textile,
rooming house
ISN Entry: Compare
and Contrast then and
now
Ch 3 TE Read Aloud p.69F The
East
Unit 2-The East
Copying this document is prohibited without written permission from Cicero School District 99. 3
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Formative
Assessments
Summative
Assessment
Suggested
Accomodations
Resources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
17A Ch 3 Lesson
1
I 17A Illinois, United States,
and World map skills
1 day What are the major
landforms and bodies of
water in the East? How
were the Appalachian
Mountains formed? Why
are more cities built on
the coastal plain than in
the mountains? How
does climate affect the
plants and animals of the
Eastern region?
coast, coastal
plain, cape, bay,
climate
PB p.4 p.10, p.12, p.22,
p.32, p.36, p.42, p.52
MSH Unit 1 pp. 6-9
Geography activities
from BSSA p. 16, ISN
Entry: How have
people and widlife
adapted to the climate
of the East?
Ch 3 p. 75 Lesson
Review #1-5
AO p. 21
Ch 3 TE pps.73,
75
RRAL p. 53
Ch 3 Leson 1 p. 72-75 Eastern
Region
15A Ch 3 Lesson
2
I 15A Productive resources
(human, natural, and capital),
employment, goods and
services
1 day What is a market
economy? How do
businesses get the
resources they want?
What happens when
people trade a lot? What
are human resources?
What are capital
resources?
market economy,
profit, command
economy, service,
service jobs/
businesses, human
resources, capital
resources,
entrepreneur,
private ownership
RRAL p.3 Ch 3 p. 83 Lesson
Review 1,2, & 4
AO p. 22
Ch 3 TE pps. 81,
83
RRAL p. 37, 54
Ch 3 Lesson 2 p.80-83 Working
in the East
Copying this document is prohibited without written permission from Cicero School District 99. 4
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Formative
Assessments
Summative
Assessment
Suggested
Accomodations
Resources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
16A
16B
18A
Ch 3 Lesson
3
I 16A Aspects of life in a
specific period, historical
timeline
I 16B Political events, figures,
and memorials and tributes in
United States political history
I 18A Cultural differences over
time in the United States as
reflected in informational
resources (e.g. newspapers,
web-sites, souvenirs)
3 days What is the history of the
people of the East? Who
were the first people of the
region? Why did they settle
there? What caused the
growth of Eastern cities?
How was trade important to
the first settlers? What
caused the growth of cities
and industries? What
caused the emergence of a
new nation?
culture, customs,
growing season,
longhouses,
colonies, conflict,
Pilgrims, Puritans,
Revolutionary
War,
Constitution,
slavery, industry,
immigration
MSH Unit 3 p.14-17
ISN Entry: Create your
own timeline based on
the people studied
MSH Unit 5 p. 22-25
BSSA p.67 RRAL p. 9
Using an
informational
resource (e.g.
newspapers, web-
sites, souvenirs) list
three significant
changes in culture
since the 1500's
Ch 3 pg.95 Lesson
Review 1-6
Ch 3 pg 92 Talk
About It 3-6
AO p. 23
TE p. 91
Ch 3 TE p. 91, 93,
95
RRAL p. 55
Ch 3 Lesson 3 p.90-95 The first
peoples in the East.
Ch 3 Lesson 3 p. 92-95
European colonists settled the
East and built a new nation.
Ch.3 p. 100-101
Skillbuilder:How to Make a
Timeline.
Copying this document is prohibited without written permission from Cicero School District 99. 5
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Formative
Assessments
Summative
Assessment
Suggested
Accomodations
Resources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
16E Ch 4 Lesson
1 and 2
I 16E Environmental influences
and changes on Illinois and
United States history
1 day What states are in the
New England region?
What effect did the
Puritans have on the
New England region?
How did New England get
its name? How do the
people in rural New
England make a living?
suburb,
university,
manufacturing
commuter, rural
life, skyscraper
Leveled reader extra
support erosion-
Responding Questions
and activity at the end
of book.
Ch 4 TE p. 109
Lessson Review
RRAL p. 10
AO p. 28
TE pps. 107, 109,
115
RRAL p. 56
Ch 4 Lesson 1 p.106-109 New
England Environment
Ch.4 Lesson 2 p. 114-116 The
Mid-Atlantic
17C Ch 3 Lesson
1
I 17C People change and adapt
to the physical environment to
meet their needs, the changes
in geographic features over
time, and technology's impact
on the environment
1 day What states are in the
Mid-Atlantic region?
Where do the people in
the Mid-Atlantic region
live and work? How do
the suburbs, cities, and
rural areas differ?
skyscraper,
suburb, rural,
urban
Stand up, hand up, pair
up:In what ways does
the climate of the East
affect people, animals,
and plants?
RRAL pg 4-5 Ch 4 TE p 115
RRAL p. 57
Ch 4 Lesson 2 p. 114-116
Living in the Mid-Atlantic
Region
Copying this document is prohibited without written permission from Cicero School District 99. 6
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Formative
Assessments
Summative
Assessment
Suggested
Accomodations
Resources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
14B
15E
Ch 4 Lesson
2
I 14B Formation of local, state
and Federal Government and
their roles
I 15E Public and private goods
and services, taxes
1 day What are state services?
Why are taxes
necessary? What are the
three branches of state
government? What does
each branch do?
Legislative
Branch, Executive
Branch, Judicial
Branch, governor,
public
institutions,
public services,
private services,
taxes
PB p. 21 Unit 6 TE
p.311 Reteach mini
lesson: graphic
organizers
Ch 4 pg 117 Lesson
Review
AO p. 29
Ch 4 TE p 117 Ch 4 Lesson 2 p. 116-117 State
government is divided into
three branches
My State Handbook (MSH) p.
10-13
RRAL p. 38 Know Your Public
Servants Video: The Three
Branches of Government
Interactive Transparency #6
18C Ch 4 Lesson
2
I 18C Support systems and
direct/indirect relationships
within a social system and how
technology affects it
1 day public services,
private services
none none Ch 4TE p 117 Ch 4 Lesson 2 p. 117 Public
and Private Services
Career Connections: factory workers, bankers, farmers, manufacturers (paper, textiles, maple syrup, etc.), traders, government workers, teacher, meteorologists
Copying this document is prohibited without written permission from Cicero School District 99. 7
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Formative
Assessments
Summative
Assessment
Suggested
Accomodations
Resources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
17A Almanac D 17A Illinois, United States,
and World map skills
1 day How is land used in the
US? What is the biggest
industry along the East
Coast? What is the
biggest industry along
the West Coast?
land use Unit 3 TE p. 128 - 129
"Interpreting Maps"
and "Interpreting
Graphs"
none none Ch 5 Almanac p. 129
16D Ch 5 Read
Aloud
I 16D Changing societal roles
and turning points in local,
Illinois, and United States social
history
1 day How might a boycott
help a cause? What are
civil rights?
civil rights,
boycott
ISN Entry Compare and
Contrast then and now
AO p. 48 Ch 6,
Lesson 2 Test
none Ch 5 TE Read Aloud p. 129F
The South
17A Ch 5 Lesson
1
D 17A Illinois, United States,
and World map skills
1 day What are the major
landforms and bodies of
water in the South? How
does the Gulf of Mexico
affect the weather? How
does climate affect the
plants and animals of the
Eastern region?
peninsula,
interior, delta,
adapt, sea level,
low coastal
plains, wetlands,
lowlands,
snorkels
PB p.4 p.10, p.12,p.22,
p.32, p.36,p.42, p.52
MSH Unit 1 p.6-9
Geography activities
from BSSA p. 28-29,
ISN Entry: How have
people and widlife
adapted to the climate
of the South?
AO p. 47 Ch 6,
Lesson 1
Ch 5 TE p.133,
135
RRAL p. 39, 58
Ch 5 Lesson 1 p. 132-135 The
Southern Region
Unit 3- The South
Copying this document is prohibited without written permission from Cicero School District 99. 8
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Formative
Assessments
Summative
Assessment
Suggested
Accomodations
Resources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
15C Ch 5 Lesson
2
I 15C Producer choices,
entrepreneurship, productive
resources
1 day What are the resources
in the South? What is a
producer and a
consumer? What causes
scarcity?
dam, producer,
consumer,
scarcity,
opportunity cost,
tourism
RRAL p.13 AO p. 41 Ch 5,
Lesson 2 Test
Ch 5 TE p.143,
145, 146-147
RRAL p. 59
Ch 5 Lesson 2 p. 142-147
Scarcity affects how producers
and consumers make choices
about how to use resources.
16A
16B
Ch 5 Lesson
3
I 16A Aspects of life in a
specific period, historical
timeline
I 16B Political events, figures,
and memorials, and tributes in
United States political history
2 days Who were the first
people of the region?
Why did they settle
there? How did the Civil
War affect the South?
What leaders were
important in the struggle
for civil rights in the
South?
export, civil
rights, boycott,
plantation,
slavery, Civil War
ISN Create your own
timeline based on the
people studied TE Unit
6 Ch 11 pg 313
activities (use as
springboard to design
own memorial) Round
table using graphic
organizer on pg 313
AO p. 43-46 Ch 5
Test
Ch 5 TE p. 149,
151, 153
RRAL p. 60
Ch.5 Lesson 3 p. 148-153 The
first peoples in the South.
Copying this document is prohibited without written permission from Cicero School District 99. 9
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Formative
Assessments
Summative
Assessment
Suggested
Accomodations
Resources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
16E
17C
18A
Ch 6 Lesson
1
I 16E Influence of environment
changes on Illinois and United
States history
D 17C People change and adapt to
the physical environment to meet
their needs, changes in geographic
features over time, and
technology's impact on the
environment I 18A Cultural
differences over time in the United
States as reflected in informational
resources (e.g. newspapers, web-
sites, souvenirs)
2 days Which states are known
as the Upper South
States? Why are they
called the Upper South?
What are some things
that make the cities of
the Upper South States
good places to live?
transportation,
hub, ethnic
group, planned
community,
citrus groves
RRAL p.4-5
Leveled Reader Extra
support Erosion-
Responding Questions
and activity at the end
of book.
AO p. 40 Ch 5,
Lesson 1
Ch 6 TE p 163,
171
RRAL p. 40, 61
Ch 6 Lesson 1p. 162-164 Living
in the Upper South Region Ch
6 Lesson 2 p. 170-172 Living in
the Lower South
Copying this document is prohibited without written permission from Cicero School District 99. 10
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Formative
Assessments
Summative
Assessment
Suggested
Accomodations
Resources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
16E
17C
18A
Ch 6 Lesson
2
I 16E Influence of environment
changes in Illinois and United
States history
D 17C People change and adapt to
the physical environment to meet
their needs, changes in geographic
features over time, and
technology's impact on the
environment I 18A Cultural
differences over time in the United
States as reflected in informational
resources (e.g. newspapers, web-
sites, souvenirs)
1 day What are the states in the
Lower South? Why is it
called the Lower South?
What is a planned
community? Why is
Houston important to the
Lower South? What is rural
life like in the Lower South?
Why are space and tourism
imporant to the Lower
South's economy? What
ethnic groups live in the
Lower South? How is the
Lower South different from
the Upper South?
ethnic group,
planned
community
MSH p.14-17 RRAL
p.30-34
Ch 6 Lesson 2 p
173 Lesson Review
numbers 1-6
AO p. 48
Ch 6 TE p 163,
171
RRAL p. 40, 61
Ch.6 TE p. 170-172 Ethnic
Groups in the Lower South
Career Connections: fishermen, cattle ranchers, scientiests, astronauts, oil workers, farmers, government workers, teachers, meteorologists, travel industry workers
Copying this document is prohibited without written permission from Cicero School District 99. 11
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Formative
Assessments
Summative
Assessment
Suggested
Accomodations
Resources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
16D TE Read
Aloud
I 16 D Changes in societal
roles and turning points in
local, IL, and US social history.
1 day What are some changes
the Plains Indians
experienced?
prairie,
reservation,
buffalo
Talking chips-Talk
about something you
learnedregarding the
MidWest.
ISN Entry Compare and
Contrast then and now
none none Ch 7 TE Read Aloud p. 187F
The Midwest Unit
17C Ch 7 Lesson
1
D 17C Understanding the land
and Climate of the Midwest
1 day What is the geography
and climate of the
Midwest? How does the
geography of the
Midwest impact its plants
and animals?
prairie, tributary,
levee, lock,
plains, climate,
Great Lakes,
glaciers,
waterways,
adaptation,
extreme
ISN Entry: How have
people and widlife
adapted to the climate
of the Midwest?
Ch 7 Lesson
Review p. 193
AO p. 59
Ch 7TE p 191,
193
RRAL p. 41, 63
Ch 7 Lesson 1 TE p. 188-193
16C Ch 7 Lesson
1
I 16C History of economic
events in the United States and
the impact of Illinois economic
activities
.5
days
what impact does
Mississippi River impact
the enconomy of the
Midwest?
barge, cargo,
levee, recreation
Unit 4, Ch 7 p. 195
Activity #1
None Ch 7 TE p. 194-
195
Ch 7 TE p. 194 -195 Graphic
organizer round table
(People's use of the
Mississippi River)
Unit 4 Midwest
Copying this document is prohibited without written permission from Cicero School District 99. 12
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Formative
Assessments
Summative
Assessment
Suggested
Accomodations
Resources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
15B Ch 7 TE
p.196-201
I 15B Consumer choices 1 day How do the resources of
the Midwest contribute
to its economy?
supply, demand,
minerals,
manufacturer,
mining, industries
Numbered Heads or
Round Robin: State a
main idea
Ch 7 p. 199 Lesson
Review
AO p. 60
Ch 7 TE p. 197,
199
RRAL p. 64
Ch 7 Lesson 2 p.196-201 How
Supply and Demand affect
consumer choices.
17A Ch 7
Skillbuilder
I 17A Illinois, United States,
and World map skills
Can you identify natural
resources and industry
on the map of the
Midwest region?
legend, special
purpose map,
symbols, minerals
Unit 4, Ch 7 p. 203 -
Break students into 3
groups. Have each
group answer one of
the "Practice the Skill"
questions.
None Ch 7 TE p. 202 Ch 7 Skillbuilder p. 202-203
Reading a special purpose map
16A
16B
18A
Ch 7, Lesson
1
I 16A Aspects of life in a specific
period, historical timeline
I 16B Political events, figures,
memorials and tributes in United
States political history
I 18A Cultural differences over
time in the United States as
reflected in informational
resources (e.g. newspapers, web-
sites, souvenirs)
1 day What is the history of the
people of the Midwest?
Who were the first
people of the region?
Why did they settle
there?
homestead,
reservation,
Northwest
Territory,
nomadic, Treaty
of Paris
MSH Unit 3 p.14-17
RRAL p.30-34
None - see below,
assessment after
page 209
Ch 7TE p. 205,
207
RRAL p. 65
Ch 7 Lesson 3 p. 204-207
Settlement of the Midwest
Unit 4 Ch 8 TE p.231 Indian
Unit
Copying this document is prohibited without written permission from Cicero School District 99. 13
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Formative
Assessments
Summative
Assessment
Suggested
Accomodations
Resources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
16C Ch 7 Lesson
3
I 16C History of economic
events in the US and the impact
of IL economic activities
5 days What economic factors
help the cities in the
Midwest grow?
assembly line,
steamboat, mill,
timber, lumber,
skyway system
None Ch 7 Lesson 3 p
209 Review
questions
AO p. 61
Ch 7 TE p 209 Ch 7 Lesson 3 p 208-209
16D Ch 8 Read
Aloud
I 16D Changing societal roles
and turning points in local,
Illinois, and United States social
history
.5
days
How are rural and urban
areas of the Midwest
different?
grain elevator,
elevated trains,
"L," Navy Pier
ISN Entry Compare and
Contrast then and now
None None Ch 8 TE Read Aloud p. 215F
The Midwest (Chicago)
16E
17C
Chapter 8
Lesson 1
I 16E Environmental influences
and changes on Illinois and
United States history
D 17C People change and
adapt to the physical
environment to meet their
needs, changes in geographic
features over time, and
technology's impact on the
environment
1 day Which states are known
as the Great Lakes
States? Why are they
called that? What helped
Chicago become a
trading center? How do
the people who live in
rural areas make a living?
Great Lakes
states, wages,
elevated trains,
hub, suburbs,
service industry,
tourism,
lighthouse
Leveled Reader Extra
Support Erosion-
Responding Questions
and activity at the end
of book, PB p.4 p.10,
p.12,p.22, p.32,
p.36,p.42, p.52 MSH
Unit 1 p.6-9 Geography
activities from BSSA p.
40-41
Ch 8 Lesson 1 p.
221 Lesson Review
AO p. 66
Ch 8 TE p. 219,
221
RRAL p. 66
Unit 4 Ch 8 Lesson 1 p. 218-
221 Living in the Midwest: The
Great Lakes Environment
Copying this document is prohibited without written permission from Cicero School District 99. 14
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Formative
Assessments
Summative
Assessment
Suggested
Accomodations
Resources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
16 E
17C
Ch 8 Lesson
2
D 16E Environmental
influences and changes on
Illinois and United States
history
D 17C People change and
adapt to the physical
environment to meet their
needs, changes in geographic
features over time, and
technology's impact on the
environment
1 day Which states are known
as the Plains States? Why
are they called that?
What are some things
that make the cities of
the Plains States good
places to live?
population
density, grain
elevator,
tornadoes,
regional hub,
reservations,
Lakota, Sioux,
centuries, Mount
Rushmore,
Chimney Rock
RRAL p.4-5 Ch 8 Lesson 2 p.
231 Lesson Review
AO p. 67
Ch 8 TE p. 229,
231
RRAL p. 42, 67
Ch 8 Lesson 2 p. 228-231
Living in the Midwest: Living in
the Plains States
Career Connections: government workers, teachers, meteorologists, farmers, tourism industry workers, farmers, ranchers, bankers, engineers, forestry workers, factory workers, mechanics,
miners, import/export business, shippers, steel workers, manufacturers, railroad workers, Dept. of Transportation workers, banking, health workers, realtors
Copying this document is prohibited without written permission from Cicero School District 99. 15
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Formative
Assessments
Summative
Assessment
Suggested
Accomodations
Resources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
17A Almanac D 17A Illinois, United States,
and World map skills
1 day What are the natural
resources in the different
regions of the Us?
None Unit 5 Almanac TE p.
242-243 Interpreting
Maps and Talk About It
questions
None None Almanac, p. 242-243
17C Ch 9 Lesson
1
D 17C Understanding the land
and climate of the west
1 day What is the geography
and climate of the West?
How does the geography
of the West impact its
plants and animals?
geothermal,
irrigation,
hydroelectric
power, arid,
tropical forest,
tectonic plates,
faults, crust
(Earth's), basins,
plateaus, canyons
Geography activities
from BSSA p. 52, ISN
Entry: How have
people and widlife
adapted to the climate
of the West?
Ch 9 Lesson 1 p.
249 Lesson Review
AO p. 78
Ch 9 Lesson 1 TE
p. 247, 249
RRAL p. 43, 68
Ch 9, Lesson 1 p. 246-249
16C Ch 9 Lesson
2
I 16C History of economic
events in the United States and
the impact of Illinois economic
activities
1 day How are natural
resources of the West
used? What industries
depend on the West's
climate?
national park,
specialization,
skilled and
unskilled
workers,
ISN entry: How do
people living in the
West use their land,
climate, water, and
minerals?
Ch 9 Lesson 2 p.
259 Lesson Review
AO p. 79
Ch 9 Lesson 1 TE
p. 257, 259
RRAL p. 69
Ch 9, Lesson 2 p. 256-259
Unit 5 The West
Copying this document is prohibited without written permission from Cicero School District 99. 16
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Formative
Assessments
Summative
Assessment
Suggested
Accomodations
Resources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
16A
16B
18A
Ch 9 Lesson
3
I 16A Aspects of life in a
specific period and historical
timeline
I 16B Political events, figures,
and memorials and tributes in
United States political history
D 18A Cultural differences
over time in the United
States as reflected in
informational resources (e.g.
newspapers, web-sites,
souvenirs)
1 day What is the history of the
people of the West? Who
were the first people of
the region? Why did they
settle there?
mission, wagon
train,
transcontinental
railroad, settlers
ISN entry: Why did
people settle in the
West?
PB p. 47
RRAL p. 70
AO p. 80
Ch 9 Lesson 2 TE
p. 263, 265, 267
RRAL p. 70
Ch 9 Lesson 3 p. 262-267
17C Ch 10 Read
Aloud
D 17C Understanding the land
and climate of the West
1 day What affect does
weathering have on
landforms?
arches,
weathering,
habitat
None None None Ch 9 TE Read Aloud p. 271F
16E
17C
Ch 10 Lesson
1
D 16E Influence of
environment and changes in
the environment on Illinois and
United States history D 17C
People change and adapt to the
physical environment to meet
their needs, changes in
geographic features over time,
and technology's impact on the
environment
1 day Which states are known
as the Southwest states?
What are some changes
that have occurred over
time in Phoenix? How do
people live in the rural
areas?
weathering,
conservation,
interior states,
reservoirs
ISN entry: How is the
Southwest different
than the place where
you live?
Ch 10 Lesson 1 p.
277 Lesson Review
AO p. 85
Ch 10 TE p 275,
277
RRAL p. 44, 71
Ch 10 Lesson 1 p. 272-277
Copying this document is prohibited without written permission from Cicero School District 99. 17
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Formative
Assessments
Summative
Assessment
Suggested
Accomodations
Resources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
16E
17C
Ch 10 Lesson
2
D 16E Influence of changes in
the environment on Illinois and
United States history D 17C
People change and adapt to the
physical environment to meet
their needs, changes in
geographic features over time,
and technology's impact on the
environment
1 day Which states are known
as the Mountain states?
How do people live in the
rural areas live? What are
forms of recreations and
tourism in the Mountain
States?
ecosystem,
habitat, extinct,
national park,
elevation
INS entry: Why are
wildlife refuges and
national parks
important to the
environment?
Ch 10 Lesson 1 p.
285 Lesson
Review, PB p. 50
AO p. 86
Ch 10 TE p. 275,
277
RRAL p. 72
Ch 10 Lesson 2 p. 282-285
Copying this document is prohibited without written permission from Cicero School District 99. 18
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Formative
Assessments
Summative
Assessment
Suggested
Accomodations
Resources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
16 E
17C
Ch 10 Lesson
3
D 16E Influence of changes in
the environment on Illinois and
United States history
D 17C People change and
adapt to the physical
environment to meet their
needs, changes in geographic
features over time, and
technology's impact on the
environment
1 day Which states are known
as the Pacific states?
Why is Seattle important
to this region? How do
people live in the port
cities? Why is agriculture
important to the Pacific
states? Why are these
states such large
producers of food? What
are some things to do
and see in the Pacific
states?
seasonal, migrant
worker, port city
ISN entry: Why are the
Pacific states so
important to the
nation?
Ch 10 Lesson 3 p.
291 Lesson Review
PB p. 51
AO p. 87
Ch 10 TE p. 289,
291
RRAL p. 44, 73
Ch 10 Lesson 3 p. 288-291
Career Connections: government workers, teachers, meteorologists, ranchers, shippers, import/export business, farmers, fishermen, forestry workers, health care workers, bankers, computer
technicians/programmers, transportation workers, movie industry, mining, railroad workers, tourism industry, conservationists, national park rangers
Copying this document is prohibited without written permission from Cicero School District 99. 19
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Formative
Assessments
Summative
Assessment
Suggested
Accomodations
Resources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
17A
15D
Almanac D 17A Illinois, United States,
and World map skills
I 15D Exchange of goods and
services (barter and monetary)
1 day Who are our trading
partners? What are the
two most common types
of economic activities
around the world?
None Unit 6 Almanac TE p.
304-305 "Interpreting
Maps"
and"Interpreting
Graphs" questions
PB p. 52 -53 None Almanac, p. 304-305
Unit 6 Connections to Our World
Copying this document is prohibited without written permission from Cicero School District 99. 20
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Formative
Assessments
Summative
Assessment
Suggested
Accomodations
Resources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
15A
15B
15C
15D
16C
16D
16E
17B
17C
18A
18B
18C
Ch 11 Lesson
2
I 15A Productive resources,
employment, goods and services I 15B
Consumer choices I 15C Producer
Choices, entrepreneurship, productive
resources I 15D Exchange of goods
and services (barter and monetary) I
16C History of economic events in the
US and the impact of economic
activities D 16D Changing societal
roles and turning points in US social
history
D 16E Influence changes in the
environment on Illinois and United
States history I 17B How the physical
environment (including seasons and
time zones) influence how people's
needs are met D 17C Peope change
and adpt to the physical environment
to meet their needs, changes in
geographic features over time, and
technology's impact on the
environment D 18A Cultural
differences over time in the US as
reflected in informational resources I
18B Roles and interactions of
individuals and groups in US society
I 18C Support systems and
direct/indirct relationships within a
social system and how technology
affects it
1 day What important
networks connect people
who live in different
regions of the United
States? What do we
mean when we say that
people in different states
and regions are
interdependent? Why is
trade between states and
regions important? How
does the environment
influence the
interdependence
between states and
regions? In what ways
does heritage connect
people?
interdependence,
prosperity,
heritage, culture
ISN entry: How are the
people in the US
connected? How do we
share our culture?
Ch 11 Lesson 2 p.
317 Lesson Review
PB p. 55
AO p. 99
Ch11 TE p. 315,
317
RRAL p. 45, 75
Ch 11 Lesson 2 p. 314-317
Copying this document is prohibited without written permission from Cicero School District 99. 21
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Formative
Assessments
Summative
Assessment
Suggested
Accomodations
Resources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
16A
17A
17B
18B
Ch 11 Lesson
3
16A Aspects of life in a specific
period, historical timeline
17A IL, US, and world map skills
17C People change and adapt to
the phsycial environments to meet
their needs, changes in geographic
features over time, and
technology's impact on the
environment
18B Roles and interactions of
individuals and groups in US
society
1 day What countries make up
North America? What
ties do they share?
province,
wilderness
ISN Entry: What are the
similiarites and
differences between us
and our North
American neighbors.
Ch 11 Lesson 3 p.
323 Lesson Review
PB p. 56
Ch 11 TE p. 321,
323
RRAL p. 76
Ch 11 Lesson 3 p. 320-323
16A
17A
17B
18B
Ch 11 Lesson
4
D 16A Aspects of life in a specific
period, historical timeline
D 17A IL, US, and world map skills
D 17C People change and adapt to
the phsycial environments to meet
their needs, changes in geographic
features over time, and
technology's impact on the
environment D 18B Roles and
interactions of individuals and
groups in US society
1 day What countries make up
Central and South
America? What are their
most valuable resources?
What are some features
of their land and climate?
isthmus, rain
forest
Round Robin: share
facts that you have
learned about Central
and South America
Ch 11 Lesson 4 p.
331 Lesson Review
PB p. 58
AO p. 101
Ch 11 TE p. 329,
331
RRAL p. 77
Ch 11 Lesson 4 p. 328-331
Copying this document is prohibited without written permission from Cicero School District 99. 22
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Formative
Assessments
Summative
Assessment
Suggested
Accomodations
Resources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
17A
17C
Ch 12 Lesson
1 - World
Regions
D 17A IL, US, and world map
skills
D 17C People change and
adapt to the phsycial
environments to meet their
needs, changes in geographic
features over time, and
technology's impact on the
environment
1 day What are world regions?
In what region is the US
located? What physical
features can define a
region? What human
features can define a
region? Why is learning
about world regions
important?
vegetation,
dialect,
Round Robin: What
physical and human
features define a
region?
Ch 12 Lesson 1 p
343 Lesson Review
PB p. 59
AO p. 106
Ch 12 TE p. 341,
343
RRAL p. 78
Ch 12 Lesson 1 p. 338-343
14A
14D
14E
15D
Ch 12 Lesson
2
I 14A The role of a
government and the rights and
responsibilities of citizens;
What is a democracy
I 14D Common good and the
roles and influences of
individuals and interest groups
in U.S. political systems. I 14E
Foreign policy of the US I 15 D
Exchange of goods and services
1 day Why does the United
States form allies? Who
are the current allies of
the US? What is free
enterprise? Why is
international trade
important to our
economy?
allies, alliance,
treaty, free
enterprise,
import
ISN entry: How do
nations depend on
each other for safety
and economic success?
Ch 12 Lesson 2 p.
351 Lesson Review
PB p. 61
AO p. 107
Ch 12 TE p. 349,
351
RRAL p. 46, 79
Ch 12 Lesson 2 p. 348-351
Copying this document is prohibited without written permission from Cicero School District 99. 23
GRADE 4 SOCIAL STUDIES CURRICULUM GUIDE
The District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:
ILS Lesson Performance Descriptor/
Essential Content
Range Essential Questions Vocabulary Formative
Assessments
Summative
Assessment
Suggested
Accomodations
Resources/Activities
Goal 14 - Understand political systems, with an emphasis on the United States.
Goal 15 - Understand economic systems, with an emphasis on the United States.
Goal 16 - Understand events, trends, indviduals and movements shaping the history of Illinois, the United States and other nations.
Goal 17 - Understand world geography and the effects of geography on society, with an emphasis on the United States.
Goal 18 - Understand social systems, with an emphasis on the United States.
Essential Content Key:
I = Introduce D = Develop M=Mastery RV = Revisit from same school year R = Review from previous grade
Suggested Accommodations Key: BG = Below Grade Level GL = Gifted Learner
ELL = English Language Learner
14E
18A
18C
Ch 12 Lesson
3
I 14E Foreign policy of the US
I 18A Cultural differences over
time as reflected in
informational resources I 18C
Support systems and
direct/indirect relationships
within a social system and how
technology affects it
1 day What is the United
Nations? What are
nongovernmental
organizations? How does
technology connect
people around the
world?
United Nations,
nongovernmental
organizations
ISN entry: How can
people work together
to make the world a
better place to live?
Ch 12 Lesson 3 p.
357 Lesson Review
PB p. 62
AO p. 108
Ch 12 TE p. 355,
357
RRAL p. 80
Ch 12 Lesson 3 p. 354-357
Career Connections: government workers, teachers, transportation workers, railroad workers, traders, postal workers, forestry workers, tourism industry
Copying this document is prohibited without written permission from Cicero School District 99. 24
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