SS Grade 4
SOCIAL STUDIES GRADE 4Integrated Resource Package 2006GBG 031
Copyright 2006 Ministry of Education, Province of British Columbia.Copyright NoticeNo part of the content of this document may be reproduced in any form or by any means, including electronicstorage, reproduction, execution, or transmission without the prior written permission of the Province.Proprietary NoticeThis document contains information that is proprietary and confidential to the Province. Any reproduction,disclosure, or other use of this document is expressly prohibited except as the Province may authorize in writing.Limited Exception to Non-ReproductionPermission to copy and use this publication in part, or in its entirety, for non-profit educational purposeswithin British Columbia and the Yukon, is granted to (a) all staff of BC school board trustees, includingteachers and administrators; organizations comprising the Educational Advisory Council as identifiedby Ministerial Order; and other parties providing, directly or indirectly, educational programs to entitledstudents as identified by the School Act, R.S.B.C. 1996, c.412, or the Independent School Act, R.S.B.C. 1996, c.216,and (b) a party providing, directly or indirectly, educational programs under the authority of the Minister ofthe Department of Education for the Yukon Territory as defined in the Education Act, R.S.Y. 2002, c.61.
TABLE OF CONTENTSACKNOWLEDGMENTSAcknowledgments . 5PREFACEPreface. 7INTRODUCTIONRationale . 11Goals for Social Studies K to 7 . 11Curriculum Organizers. 11Suggested Timeframe . 12Social Studies K to 12 – At a Glance . 13Overview of Social Studies K to 7 Topics . 14CONSIDERATIONS FOR PROGRAM DELIVERYAlternative Delivery Policy. 19Addressing Local Contexts. 19Involving Parents and Guardians. 19Establishing a Positive Classroom Climate . 20Confidentiality. 20Inclusion, Equity, and Accessibility for All Learners . 21Connections to Other Subject Areas . 21Working with the School and Community .22Working with the Aboriginal Community .22Information and Communications Technology .22Copyright and Responsibility . 23Debate . 24Media Analysis . 24PRESCRIBED LEARNING OUTCOMESIntroduction . 27Wording of Prescribed Learning Outcomes . 27Domains of Learning. 27Prescribed Learning Outcomes .30STUDENT ACHIEVEMENTIntroduction . 33Grade 4. 38CLASSROOM ASSESSMENT MODELIntroduction . 49Grade 4. 52LEARNING RESOURCESLearning Resources . 67Social Studies K to 7 Grade Collections . 68Social Studies Grade 4 3
ACKNOWLEDGMENTSMany people contributed their expertise to this document. The Project Manager was Dr. AdrienneGnidec of the Ministry of Education, working with other ministry personnel and our partners ineducation. We would like to thank all who participated in this process.SOCIAL STUDIES K TO 7 IRP WRITING TEAMKaren FloydSchool District No. 41 (Burnaby)Ian HargreavesSchool District No. 71 (Comox Valley)Brenda JonesSchool District No. 36 (Surrey)Barry KrangleSchool District No. 46 (Sunshine Coast)Heather LapperIndependent Schools – VictoriaJanet TownsendSchool District No. 22 (Vernon)GT Publishing Services Ltd.Project co-ordination, writing, and editingSocial Studies Grade 4 5
PREFACEThis Integrated Resource Package (IRP)provides basic information teachers willrequire in order to implement Social StudiesK to 7. Once fully implemented, this document willsupersede the Social Studies K to 7 Integrated ResourcePackage (1998).The information contained in this documentis also available on the Internet atwww.bced.gov.bc.ca/irp/irp.htmThe following paragraphs provide brief descriptionsof the components of the IRP.INTRODUCTIONThe Introduction provides general information aboutSocial Studies K to 7, including special features andrequirements.Included in this section are a rationale for teaching Social Studies K to 7 in BCschools the curriculum goals descriptions of the curriculum organizers –groupings for prescribed learning outcomes thatshare a common focus an overview of the curriculum contentCONSIDERATIONS FOR PROGRAM DELIVERYThis section of the IRP contains additionalinformation to help educators develop their schoolpractices and plan their program delivery to meetthe needs of all learners.PRESCRIBED LEARNING OUTCOMESThis section contains the prescribed learning outcomes,the legally required content standards for theprovincial education system. The learning outcomesdefine the required attitudes, skills, and knowledgefor each subject. They are statements of whatstudents are expected to know and be able to do bythe end of the indicated grade.STUDENT ACHIEVEMENTThis section of the IRP contains information aboutclassroom assessment and measuring studentachievement, including sets of specific achievementindicators for each prescribed learning outcome.Achievement indicators are statements that describewhat students should be able to do in order todemonstrate that they fully meet the expectationsset out by the prescribed learning outcomes.Achievement indicators are not mandatory; they areprovided to assist in assessing how well studentsachieve the prescribed learning outcomes.Also included in this section are key elements –descriptions of content that help determine theintended depth and breadth of the prescribedlearning outcomes.CLASSROOM ASSESSMENT MODELThis section contains a series of assessment unitsthat address clusters of learning outcomes organizedby topic or theme. The units have been developed byBC educators, and are provided to support classroomassessment. These units are suggestions only –teachers may use or modify the units as they plan forthe implementation of this curriculum.Each grade in the model contains an AssessmentOverview Table intended to support teachers withtheir assessment practices, and the assessmentunits organized by topic – including the prescribedlearning outcomes and a sequence of suggestedassessment activities for each topic. Sampleassessment instruments are also included for eachgrade.LEARNING RESOURCESThis section contains general information onlearning resources, and provides a link to thetitles, descriptions, and ordering information forthe recommended learning resources in the SocialStudies K to 7 Grade Collections.Social Studies Grade 4 7
INTRODUCTION
INTRODUCTION TO SOCIAL STUDIES K TO 7This Integrated Resource Package (IRP) sets outthe provincially prescribed curriculum forSocial Studies K to 7. The development of thisIRP has been guided by the principles of learning: Learning requires the active participation of thestudent. People learn in a variety of ways and at differentrates. Learning is both an individual and a group process.In addition to these three principles, this documentrecognizes that British Columbia’s schools includeyoung people of varied backgrounds, interests,abilities, and needs. Wherever appropriate forthis curriculum, ways to meet these needs and toensure equity and access for all learners have beenintegrated as much as possible into the learningoutcomes, achievement indicators, instructionalactivities, and assessment activities.Social Studies K to 7, in draft format, was availablefor public review and response from December 2005through February 2006. Feedback from educators,students, parents, and other educational partnersalso informed the development of this document.RATIONALEThe aim of Social Studies K to 7 is to developthoughtful, responsible, and active citizens who areable to acquire the requisite information to considermultiple perspectives and to make reasoned judgments.The Social Studies K to 7 curriculum providesstudents with opportunities to reflect critically uponevents and issues in order to examine the present,make connections with the past, and consider thefuture. The curriculum emphasizes developing understanding – encouraging in-depthstudy from multiple perspectives (e.g., time, place,culture, values) and leading students to thinkcritically and make reasoned judgments making connections – between historical andcontemporary events and issues, and betweenvarious regions, environments, and culturesaround the world applying knowledge – allowing students to informtheir judgments, shape their opinions, solveproblems, and guide their actions practising active citizenship – developing theskills, attitudes, and processes necessary to beresponsible, active citizensGOALS FOR SOCIAL STUDIES K TO 7The following goals reflect and are represented inthe prescribed learning outcomes for Social StudiesK to 7 in each curriculum organizer.Through their participation in social studies,students will be encouraged and enabled to understand and prepare to exercise their roles,rights, and responsibilities within their family, thecommunity, Canada, and the world demonstrate respect for human equality andcultural diversity acquire an understanding of and appreciation forthe historical and geographical forces that haveshaped and continue to shape Canadian societyand the societies of countries around the world develop the skills and attitudes necessary tobecome thoughtful, active participants in theircommunities and as global citizensCURRICULUM ORGANIZERSA curriculum organizer consists of a set of prescribedlearning outcomes that share a common focus. Theprescribed learning outcomes for Social Studies Kto 7 are grouped under the following curriculumorganizers:Curriculum OrganizersSkills and Processes of Social StudiesIdentity, Society, and CultureGovernanceEconomy and TechnologyHuman and Physical EnvironmentNote that these five organizers are for the purposeof identifying prescribed learning outcomes; theyare not intended to suggest a linear means of coursedelivery.Skills and Processes of Social StudiesPrescribed learning outcomes for this organizerfocus on providing opportunities for students to identify and apply solutions to problems and issues gather, interpret, analyse, and present information practise active citizenshipSocial Studies Grade 4 11
INTRODUCTION TO SOCIAL STUDIES K TO 7These learning outcomes are intended to provide aframework to be used throughout the curriculum tosupport the skills and processes essential to socialstudies and to help students become responsible,thoughtful citizens.Identity, Society, and CultureStudents learn about the characteristics that defineself, cultures, and societies, and the similarities anddifferences within and across cultures over time.GovernanceStudents are given opportunities to develop a basicunderstanding of political and legal structuresand processes, through which they can gain anappreciation of the purpose of governance in avariety of societies. Rights and responsibilitiesof citizenship and the role of participation areexamined at community, national, and world levels.Economy and TechnologyStudents are given opportunities to developan understanding of basic economic conceptsand systems. They also explore the impact oftechnological innovation on individuals, society,and the environment.12 Social Studies Grade 4Human and Physical EnvironmentStudents learn basic geographic skills and applythem to enhance their understanding of naturalenvironments and relationships between peopleand natural systems. They explore the influence ofphysical geography and apply their understandingto areas such as resource development, stewardship,and sustainability.SUGGESTED TIMEFRAMEProvincial curricula are developed in accordancewith the number of instructional hours allocatedfor each subject area, while still allowing forflexibility to address local needs. For Social Studies,approximately 90-100 instructional hours perschool year is recommended for Grades 1 to 7;for Kindergarten, approximately 45-50 hours isrecommended.
INTRODUCTION TO SOCIAL STUDIES K TO 7SOCIAL STUDIES K TO 12 – AT A GLANCEK to 7Social Studies Kindergarten to Grade 7: required for all students8 and 9Social Studies Grades 8 and 9: required for all students10Social Studies 10: required for all students11Students must take at least one of the following courses tograduate: BC First Nations Studies 12 Civic Studies 11 Social Studies 11Each of these courses includes a required Graduation Programexamination worth 20% of the final mark.12Elective courses: Comparative Civilizations 12 Geography 12 History 12 Law 12Geography 12 and History 12 include optional GraduationProgram examinations worth 40% of the final mark for studentswho choose to write them.Social Studies Grade 4 13
INTRODUCTION TO SOCIAL STUDIES K TO 7OVERVIEW OF SOCIAL STUDIES K TO 7 TOPICSKindergartenSelf, Family,SchoolGrade 1Self, Family,SchoolGrade 2Self, Family,SchoolSKILLS ANDPROCESSESOF SOCIALSTUDIES co-operativeparticipation ingroups gatheringinformation presentinginformation orallyand visually simple picturemaps co-operativeparticipation ingroups gathering andpresentinginformation orally,visually, andwritten strategies forsolving problems simple maps withcardinal directions,symbols, andlegends gatheringinformation forpresentation problem solving inthe class or school critical thinking simple maps gatheringinformation;citing sourcesappropriately;presentation skills chronologicalorder responses toproblemsIDENTITY,CULTURE,AND SOCIETY concept of change groups that arepart of their lives places that are partof their lives similarities anddifferences amongfamilies changes in theirlives similarities anddifferences amongfamilies social structures ways people worktogether in groups symbols of Canada changes in theschool andcommunity ways individualscontribute to acommunity personal identity languageand culturalcharacteristics ofCanada changes incommunities overtime importance ofcommunities culturalsimilarities anddifferences characteristics ofCanadian societyGOVERNANCE roles andresponsibilitieswithin the classand school purpose ofclassroom andschool rules roles,responsibilities,and rights at homeand at school purpose ofclassroom andschool rules roles, rights, andresponsibilitieswithin the classand school how decisions aremade in groups rights andresponsibilitiesand the well-beingof the community roles andresponsibilities oflocal governmentsECONOMYANDTECHNOLOGY human needs work in thecommunity technologies indaily life how basic needsare met types of work inthe community purpose of money ways technology isused work done in theschool purpose of money how technologyaffects individualsand schools how needs andwants are met incommunities how technologyaffects individualsand communitiespast and presentHUMAN ANDPHYSICALENVIRONMENT natural andhuman-builtcharacteristics ofenvironments ways to care fortheir environment recognizing mapsof Canada characteristics ofenvironments how environmentaffects daily life ways to care fortheir environment landforms andbodies of water inBC and Canada responsibility tothe environment how environmentaffects humanactivities landforms andbodies of water inBC and Canada provinces andterritories responsibility forthe environment effect ofenvironment onearly settlement14 Social Studies Grade 4Grade 3Communities –Past and Present
INTRODUCTION TO SOCIAL STUDIES K TO 7Grade 4Aboriginal Cultures,Exploration, andContactGrade 5Canada – FromColony to CountryGrade 6Canada andthe WorldGrade 7AncientCivilizations critical thinking maps andtimelines gatheringinformation,presentation skills alternativeperspectives strategies toaddress a problemor issue critical thinking maps and timelines gathering andpresentinginformation;primary andsecondary sources defending aposition plan of action toaddress a problemor issue critical thinking graphs, tables,aerial photos, andvarious types ofmaps credibility ofsources presentation skills plan of action toaddress a problemor issue critical thinking graphs, timelines,maps compilinginformation, rangeof sources presentation skills defending aposition on anissueSKILLS ANDPROCESSESOF SOCIALSTUDIES characteristics ofAboriginal cultures early Europeanexploration of BCand Canada contact betweenAboriginals andEuropeans key events andfactors in thedevelopment of BCand Canada immigration significantindividuals in BCand Canada Canadianidentity andhow individualsexperience culturalinfluences comparing Canadawith other countries artistic expressionand culture civilization inancient cultures social roles inancient cultures influences ofancient societieson present-dayculturesIDENTITY,CULTURE,AND SOCIETY Aboriginalgovernancestructures governance inearly Europeansettlements inCanada Confederation levels andresponsibilities ofgovernment First Nationsgovernance federal governmentsystems justice system equality andfairness; rights andresponsibilities role of Canada inthe world rules, laws, andgovernmentin ancientcivilizations effect of ancientlaws andgovernment onCanadaGOVERNANCE bartering, money Aboriginaltechnologies factors affectingexploration;technologies used exchange betweenAboriginal peoplesand Europeans resourcesand economicdevelopment transportationsystems Canada’s economicrelationships communicationstechnologies inCanada technology inother countries technology andexchange inancient societies ancient communicationsECONOMYANDTECHNOLOGY location ofhemispheres,continents, oceans,Aboriginal groups place names Aboriginalrelationship withthe land physical regions ofCanada, location ofnatural resources sustainability environmentaleffects ofsettlement in earlyBC and Canada relationshipbetween culturesand theirenvironments factors affectingsettlement patternsand populationdistribution effect ofenvironmenton ancientcivilizations effect of humanson the environmentin ancientcivilizationsHUMAN ANDPHYSICALENVIRONMENTSocial Studies Grade 4 15
CONSIDERATIONS FOR PROGRAM DELIVERY
CONSIDERATIONS FOR PROGRAM DELIVERYThis section of the IRP contains additionalinformation to help educators develop theirschool practices and plan their programdelivery to meet the needs of all learners. Includedin this section is information about Alternative Delivery policy addressing local contexts involving parents and guardians establishing a positive classroom climate confidentiality inclusion, equity, and accessibility for all learners connections to other subject areas working with the school and community working with the Aboriginal community information and communications technology copyright and responsibility debate media analysisALTERNATIVE DELIVERY POLICYThe Alternative Delivery policy does not apply toSocial Studies K to 7.The Alternative Delivery policy outlines how students,and their parents or guardians, in consultation withtheir local school authority, may choose means otherthan instruction by a teacher within the regularclassroom setting for addressing prescribed learningoutcomes contained in the Health curriculumorganizer of the following curriculum documents: Health and Career Education K to 7,and Personal Planning K to 7 PersonalDevelopment curriculum organizer (untilSeptember 2008) Health and Career Education 8 and 9 Planning 10The policy recognizes the family as the primaryeducator in the development of children’s attitudes,standards, and values, but the policy still requires thatall prescribed learning outcomes be addressed andassessed in the agreed-upon alternative manner ofdelivery.It is important to note the significance of the term“alternative delivery” as it relates to the AlternativeDelivery policy. The policy does not permitschools to omit addressing or assessing any of theprescribed learning outcomes within the health andcareer education curriculum. Neither does it allowstudents to be excused from meeting any learningoutcomes related to health. It is expected thatstudents who arrange for alternative delivery willaddress the health-related learning outcomes andwill be able to demonstrate their understanding ofthese learning outcomes.For more information about policyrelating to alternative delivery, refer towww.bced.gov.bc.ca/policy/ADDRESSING LOCAL CONTEXTSThe Social Studies K to 7 curriculum includesopportunities for individual teacher and studentchoice in the exploration of topics to meet certainlearning outcomes. This flexibility allows educatorsto plan their programs to meet the particularrequirements of their students and to respond tolocal contexts. It may be appropriate to allow forstudent input when selecting current and relevanttopics.Where specific topics have been included in thelearning outcomes, the intent is for all students tohave an opportunity to address these importantissues. The inclusion of these topics is not intendedto exclude any additional issues that may also berelevant for individual school communities.INVOLVING PARENTS AND GUARDIANSThe family is the primary educator in thedevelopment of students’ attitudes and values. Theschool plays a supportive role by focussing on theprescribed learning outcomes in the Social Studies Kto 7 curriculum. Parents and guardians can support,enrich, and extend the curriculum at home.It is highly recommended that schools informparents and guardians about the Social Studies Kto 7 curriculum, and teachers (along with school anddistrict administrators) may choose to do so by informing parents/guardians and students of theprescribed learning outcomes for the subject bysending home class letters, providing an overviewduring parent-teacher interviews, etc. responding to parent and guardian requests todiscuss unit plans, learning resources, etc.Social Studies Grade 4 19
CONSIDERATIONS FOR PROGRAM DELIVERYESTABLISHING A POSITIVE CLASSROOMCLIMATETeachers are responsible for setting and promoting aclassroom climate in which students feel comfortablelearning about and discussing topics in SocialStudies K to 7. The following are some guidelinesthat may help educators establish and promote apositive classroom climate. Allow class members sufficient time andopportunities to become comfortable with eachother before engaging in group discussion. It isimportant that the classroom climate encouragestudents to relate to one another in positive,respectful, and supportive ways. Be prepared tofacilitate any potentially controversial discussions. Establish clear ground rules for class discussionsthat demonstrate respect for privacy, for diversity,and for the expression of differing viewpoints. Become familiar with relevant legislation (e.g., Human Rights Code;Child, Family and Community Services Act) relevant initiatives (e.g., Safe, Caring and OrderlySchools: A Guide and Diversity in BC Schools: AFramework) provincial and district policies and protocolsconcerning topics such as disclosure related tochild abuse, and protection of privacyFurther information about these policies andinitiatives is available online:BC Handbook for Action on ChildAbuse and Neglectwww.mcf.gov.bc.ca/child protection/pdf/handbook action child abuse.pdfSafe, Caring and Orderly Schoolswww.bced.gov.bc.ca/sco/Diversity in BC Schools: A Frameworkwww.bced.gov.bc.ca/diversity/diversity framework.pdfHuman Rights Codewww.qp.gov.bc.ca/statreg/stat/H/96210 01.htmChild, Family and Community Services Actwww.qp.gov.bc.ca/statreg/stat/C/96046 01.htm20 Social Studies Grade 4 Activities and discussion related to some of thetopics in Social Studies K to 7 may evoke anemotional response from individual students.Inform an administrator or counsellor when anyconcern arises, and ensure students know whereto go for help and support. Discussions related to sexual abuse preventiontopics such as touching can result in a studentdisclosing an incident of abuse and/or neglect.Teachers should be aware of district protocols andprovincial regulations for reporting and referrals. Ensure that any external groups or organizationsmaking a presentation to students have met thedistrict’s guidelines for presenting. There shouldbe a direct relationship between the content ofthe presentation and the prescribed learningoutcomes. Review any materials they may use,especially handouts, for appropriateness.CONFIDENTIALITYThe Freedom of Information and Protection of PrivacyAct (FOIPPA) applies to students, to school districts,and to all curricula. Teachers, administrators, anddistrict staff should consider the following: Be aware of district and school guidelines regardingthe provisions of FOIPPA and how it applies to allsubjects, including Social Studies K to 7. Do not use students’ Personal Education Numbers(PEN) on any assignments that students wish tokeep confidential. Ensure students are aware that if they disclosepersonal information that indicates they are at riskfor harm, then that information cannot be keptconfidential. Inform students of their rights under FOIPPA,especially the right to have access to their ownpersonal information in their school records.Inform parents of their rights to access theirchildren’s school records. Minimize the type and amount of personalinformation collected, and ensure that it is usedonly for purposes that relate directly to the reasonfor which it is collected. Inform students that they will be the only onesrecording personal information about themselvesunless they, or their parents, have consented toteachers collecting that information from otherpeople (including parents).
CONSIDERATIONS FOR PROGRAM DELIVERY Provide students and their parents with thereason(s) they are being asked to provide personalinformation in the context of the Social Studies Kto 7 curriculum. Inform students and their parents that theycan ask the school to correct or annotate any ofthe personal information held by the school, inaccordance with Section 29 of FOIPPA. Ensure students are aware that their parents mayhave access to the schoolwork they create onlyinsofar as it pertains to students’ progress. Ensure that any information used in assessingstudents’ progress is up-to-date, accurate, andcomplete.For more information about confidentiality,refer
Social Studies Grade 4 13 INTRODUCTION TOSOCIAL STUDIES K TO 7 SOCIAL STUDIES K TO 12 – A TAGLANCE K to 7 Social Studies Kindergarten to Grade 7: required for all students 8 and 9 Social Studies Grades 8 and 9: required for all students 10 Social Studies 10: required for all students 11 Students must ta
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Grade 4 NJSLA-ELA were used to create the Grade 5 ELA Start Strong Assessment. Table 1 illustrates these alignments. Table 1: Grade and Content Alignment . Content Area Grade/Course in School Year 2021 – 2022 Content of the Assessment ELA Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Math Course Progression 7th Grade Math 6th Grade Math 5th Grade Math 8th Grade Math Algebra I ELEMENTARY 6th Grade Year 7th Grade Year 8th Grade Year Algebra I 9 th Grade Year Honors 7th Grade Adv. Math 6th Grade Adv. Math 5th Grade Math 6th Grade Year 7th Grade Year 8th Grade Year th Grade Year ELEMENTARY Geome
7 Grade 1 13 Grade 2 18 Grade 3 23 Grade 4 28 Grade 5 33 Grade 6 38 Elementary Spanish. 29 Secondary. 39 Grade 7 43 Grade 8 46 Grade 9 49 Grade 10 53 Grade 11 57 Grade 12 62 Electives. Contents. Textbook used with Online Textbook used with DVD. Teacher Edition & Student Books. Color Key
Grade C Grade A Level C1 Cambridge English Scale *IELTS is mapped to, but will not be reported on the Cambridge English Scale C2 C1 B1 A2 A1 Below A1 Independent user Pr oficient user Basic user Grade A Grade B Grade C Level B2 Grade B Grade C Grade A Grade B Grade C Grade A Level B1 Level A2 B1 Preliminary B2 First C1 Advanced Grade A Grade B .
ICCSD SS Reading 2014 ICCSD SS Reading 2015 Natl SS Reading. ICCSD Academic Achievement Report April 2016 6 0 50 100 150 200 250 300 350 3rd grade 4th grade 5th grade 6th grade 7th grade 8th grade 9th grade 10th . 7th grade 8th grade 9th grade 10th grade 11th grade e Grade ICCSD and Natio
skip grade 4 math and take grade 5 math while still in grade 4 Student A, now in grade 4, qualifies for SSA and enrolls in the accelerated course, which is grade 5 math Student A, after completing grade 5 math while in grade 4, takes the grade 4 End‐of‐Grade test Grade‐Level Grade 3 Grade 4 Grade 4
C. Divisions of Competition – All divisions will be Grade Based as of October 1, 2018. (2nd grade, 3rd grade, 4th grade, 5th grade, 6th grade, 7th grade, 8th grade, 9th grade, 10th grade, 11th grade and 12th grade). D. Tournament Days – The National Championship
