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Social Studies Pacing GuideGrade 4Q1 Q1 Q1 Q1 Q1 Q1 Q1 Q1 Q1 Q2 Q2 Q2 Q2 Q2 Q2 Q2Q2 Q2 Q3 Q3 Q3 Q3 Q3 Q3 Q3 Q3 Q3 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4**** ****W1 W2 W3 W4 W5 W6 W7 W8 W9 W1 W2 W3 W4 W5 W6 W7W8 W9 W1 W2 W3 W4 W5 W6 W7 W8 W9 W1 W2 W3 W4 W5 W6 W7 W8 W91TopicUnit 1-Land of the UnitedStatesCh 1-What on Earth isGeographyCh 2-Understanding RegionsConstitution (mandate)American Indian Day(mandate)2345678910 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 38Aug 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 JunXXW WXXXIINNXTTXEERRBBRREEAAKKXUnit 2-The EastCh 3- Exploring the EastCh 4 Living in the EastLeif Erickson Day ( mandate)XXXXXXUnit 3-The SouthCh 5- Exploring the SouthCh 6-Living in the SouthAfrican American History(mandate)XXXXW WIIUnit 4-The MidwestNNCh 7-Exploring the MidwestTTCh 8- Living in the MidwestEEWomen in History (mandate)RRUnit 5-The WestBBCh 9-Exploring the WestRRCh 10- Living in the WestEEHolocaust (mandate)AAXXXXXXXXXXXXXX1
Social Studies Pacing GuideGrade 4Q1 Q1 Q1 Q1 Q1 Q1 Q1 Q1 Q1 Q2 Q2 Q2 Q2 Q2 Q2 Q2Q2 Q2 Q3 Q3 Q3 Q3 Q3 Q3 Q3 Q3 Q3 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4 Q4**** ****W1 W2 W3 W4 W5 W6 W7 W8 W9 W1 W2 W3 W4 W5 W6 W7W8 W9 W1 W2 W3 W4 W5 W6 W7 W8 W9 W1 W2 W3 W4 W5 W6 W7 W8 W91Topic2345678910 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 38Aug 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 JunUnit 6-Connections to ourworldKCh 11-Here in the AmericasW WKXXIIIrish Famine (mandate)NNXIllinois Law Week (mandate)TTXCh 12-Beyond the AmericasXXX2
Essential Content Key:I IntroduceD Develop M MasteryRV Revisit from sameschool yearR Review from previousgradeILSLesson17A Almanac17CGRADE 4 SOCIAL STUDIES CURRICULUM GUIDEThe District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: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.Performance Descriptor/Essential ContentI 17A Illinois, United States,and World map skillsCh 1 Lesson I 17C People change and1 and Lesson adapt to the physical2environment to meet theirneeds, changes in geographicfeatures over time, andtechnology's impact on theenvironment17B Ch 1 Lesson I 17B How the physical3environment is used to meetthe needs of peopleRange Essential sessmentUnit 1 - The Land of the United States1 day How many regions are in almanac, border, Practice Book(PB) p.1 Nonethe United States? How legendGeography activitiesdoes climate affect life infrom Bringing Sociala region? What is specialStudies Alive (BSSA) p.about your region?4-52 days What is geography? Howcan you tell the locationof a place? What is aregion? What arephysical features andhuman features? Whatforces shape the land?geography,environment,hemisphere,latitude (parallels),longitude(meridians), region,compass rose,scale, tectonicplate, erosion,glacier, basin,globe, continents1 day What are the naturalresources in the US, andhow do they affectpeople's lives?natural resources, PB p. 7renewable,nonrenewable,product, fossil fuel,minerals, nationCopying this document is prohibited without written permission from Cicero School District 99.PB p.3 - 4ISN entry: What isgeography? How doesit affect you?Ch 1 Lesson 1 p. 11Lesson Review, Ch1 Lesson 2 p. 19Lesson ReviewSuggestedAccommodations Key:BG Below Grade LevelGL Gifted LearnerELL English ivitiesResources forReaching AllLearners (RRAL)p. 35, 47Almanac, p. 2-3, Ch 2 TE p. 3645, 50-57 United StatesRegionsTE Ch 2 Skillbuilder Latitudeand LongitudeCh 1 TE p. 5, 7, 9, Ch 1 Lesson 1 Geography of11, 12, 14, 17, 19 Our World and Ch 1 Lesson 2RRAL p. 48Land and Water p. 4-19AssessmentOptions (AO) p. 1Ch 1 Lesson 3 p 29 Ch 1 TE p 25, 27, Ch 1 Lesson 3 Resources of theLesson Review29United States p. 24-29RRAL p. 49AO p. 31
Essential Content Key:I IntroduceD Develop M MasteryRV Revisit from sameschool yearR Review from previousgradeILS17CGoal 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.LessonPerformance Descriptor/Range Essential QuestionsEssential ContentCh 2 Lesson I 17C People change and adapt 2 days What is a region? Why is1 and Lesson to the physical environment tothe US divided into2meet their needs, changes inregions? What aregeographic features over time,physical and humanand technology's impact on thefeatures of a region?environmentWhat are the four majorregions of the US?17A Ch 2Skillbuilder17CGRADE 4 SOCIAL STUDIES CURRICULUM GUIDEThe District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards:I 17A Illinois, United States,and World map smentregion,PB p. 8 -9, My StateAO pg 8-9boundaries,Handbook (MSH) Unit 1urban, suburban, p.6-9 , Resources forrural, economy, Reaching All LearnersagricultureRRAL p. 4-51 day What are the lines oflatitude,latitude and longitude? longitudeHow are they used tolocate places on a map orglobe?Ch 2 Lesson I 17C People change and adapt 1 day3to the physical environment tomeet their needs, changes ingeographic features over time,and technology's impact on theenvironmentHow does weather differfrom climate? Whatthree factors affectclimate?Ch 2 Skillbuilder p. 51 PB p. 10"Practice the Skill" and"Apply the Skill"Showdown givingcertain latitudes andlongitudesweather, climate, PB p mmodations Key:BG Below Grade LevelGL Gifted LearnerELL English LanguageLearnerSuggestedAccomodationsCh 2 TE 37, 39,40, 41, 43, 45,50, 53, 55RRAL p. 50, 51Resources/ActivitiesResources forReaching AllLearners (RRAL)p. 35, 36Ch 2 Skillbuilder p. 50-51 UseLatitude and Longitude tolocate places on a mapCh 2 TE p. 36-39, 42-45 Howpeople use regionsCh 2 Lesson 3 p 57 Ch 2 Lesson 3 TE Ch 2 Lesson 3 Climate RegionsLesson Reviewp 53, 55, 57p. 52-57RRAL p. 35, 52AO p. 10Career Connections: government leaders, cartographers (map skills), teachers, miners, farmers, ranchers, fishermen, forestry workers, engineering, meteorologistsCopying this document is prohibited without written permission from Cicero School District 99.2
Essential Content Key:I IntroduceD Develop M MasteryRV Revisit from sameschool yearR Review from previousgradeILSLesson17A Almanac17B16D Ch 3 ReadAloudGRADE 4 SOCIAL STUDIES CURRICULUM GUIDEThe District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: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.Performance Descriptor/Essential ContentRange Essential it 2-The EastI 17A Illinois, United States,1 day What are the time zones time zonesUnit 2 Almanac TE p. 68- PB p. 12and World map skillsin the US?69 Interpreting MapsI 17B How the physicaland Graphs questionsenvironment (including seasonsRally Coach: In whatand time zones) influence howtime zone is apeople's needs are metparticular city/stateI 16D Changing societal roles 1 dayand turning points in local,Illinois, and United States socialhistoryWhat was life like forfactory workers in theEast during the late1800's?Vocabularyimmigrate,culture, textile,rooming houseCopying this document is prohibited without written permission from Cicero School District 99.ISN Entry: Compareand Contrast then andnowSuggestedAccommodations Key:BG Below Grade LevelGL Gifted LearnerELL English ivitiesNoneAlmanac, p. 68-69Ch 3 TE Read Aloud p.69F TheEast3
Essential Content Key:I IntroduceD Develop M MasteryRV Revisit from sameschool yearR Review from previousgradeILSGRADE 4 SOCIAL STUDIES CURRICULUM GUIDEThe District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: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.LessonPerformance Descriptor/Essential Content17A Ch 3 Lesson I 17A Illinois, United States,1and World map skillsRange Essential Questions15A Ch 3 Lesson I 15A Productive resources2(human, natural, and capital),employment, goods andservices1 day What is a marketeconomy? How dobusinesses get theresources they want?What happens whenpeople trade a lot? Whatare human resources?What are capitalresources?Vocabulary1 day What are the majorcoast, coastallandforms and bodies of plain, cape, bay,water in the East? How climatewere the AppalachianMountains formed? Whyare more cities built onthe coastal plain than inthe mountains? Howdoes climate affect theplants and animals of theEastern region?FormativeAssessmentsPB p.4 p.10, p.12, p.22,p.32, p.36, p.42, p.52MSH Unit 1 pp. 6-9Geography activitiesfrom BSSA p. 16, ISNEntry: How havepeople and widlifeadapted to the climateof the East?market economy, RRAL p.3profit, commandeconomy, service,service jobs/businesses, humanresources, capitalresources,entrepreneur,private ownershipCopying this document is prohibited without written permission from Cicero School District 99.SuggestedAccommodations Key:BG Below Grade LevelGL Gifted LearnerELL English LanguageLearnerSummativeAssessmentCh 3 p. 75 LessonReview #1-5AO p. 21SuggestedAccomodationsCh 3 TE pps.73,75RRAL p. 53Resources/ActivitiesCh 3 p. 83 LessonReview 1,2, & 4AO p. 22Ch 3 TE pps. 81,83RRAL p. 37, 54Ch 3 Lesson 2 p.80-83 Workingin the EastCh 3 Leson 1 p. 72-75 EasternRegion4
Essential Content Key:I IntroduceD Develop M MasteryRV Revisit from sameschool yearR Review from previousgradeILSLessonGRADE 4 SOCIAL STUDIES CURRICULUM GUIDEThe District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: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.Performance Descriptor/Range Essential QuestionsEssential Content16A Ch 3 Lesson I 16A Aspects of life in a3 days What is the history of thepeople of the East? Who16B 3specific period, historicalwere the first people of the18Atimelineregion? Why did they settleI 16B Political events, figures,there? What caused theand memorials and tributes ingrowth of Eastern cities?United States political historyHow was trade important toI 18A Cultural differences overthe first settlers? Whattime in the United States ascaused the growth of citiesreflected in informationaland industries? Whatcaused the emergence of aresources (e.g. newspapers,new nation?web-sites, souvenirs)VocabularyFormativeAssessmentsculture, customs, MSH Unit 3 p.14-17growing season, ISN Entry: Create yourlonghouses,own timeline based oncolonies, conflict, the people studiedPilgrims, Puritans, MSH Unit 5 p. 22-25RevolutionaryBSSA p.67 RRAL p. 9War,Constitution,slavery, industry,immigrationCopying this document is prohibited without written permission from Cicero School District 99.SummativeAssessmentUsing aninformationalresource (e.g.newspapers, websites, souvenirs) listthree significantchanges in culturesince the 1500'sCh 3 pg.95 LessonReview 1-6Ch 3 pg 92 TalkAbout It 3-6AO p. 23SuggestedAccomodationsTE p. 91Ch 3 TE p. 91, 93,95RRAL p. 55SuggestedAccommodations Key:BG Below Grade LevelGL Gifted LearnerELL English LanguageLearnerResources/ActivitiesCh 3 Lesson 3 p.90-95 The firstpeoples in the East.Ch 3 Lesson 3 p. 92-95European colonists settled theEast and built a new nation.Ch.3 p. 100-101Skillbuilder:How to Make aTimeline.5
Essential Content Key:I IntroduceD Develop M MasteryRV Revisit from sameschool yearR Review from previousgradeILS16E17CGRADE 4 SOCIAL STUDIES CURRICULUM GUIDEThe District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: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.LessonPerformance Descriptor/Range Essential QuestionsEssential ContentCh 4 Lesson I 16E Environmental influences 1 day What states are in the1 and 2and changes on Illinois andNew England region?United States historyWhat effect did thePuritans have on theNew England region?How did New England getits name? How do thepeople in rural NewEngland make a living?VocabularyCh 3 Lesson I 17C People change and adapt 1 day1to the physical environment tomeet their needs, the changesin geographic features overtime, and technology's impacton the environmentskyscraper,suburb, rural,urbanWhat states are in theMid-Atlantic region?Where do the people inthe Mid-Atlantic regionlive and work? How dothe suburbs, cities, andrural areas differ?FormativeAssessmentssuburb,Leveled reader extrauniversity,support erosionmanufacturingResponding Questionscommuter, rural and activity at the endlife, skyscraperof book.Copying this document is prohibited without written permission from Cicero School District 99.SummativeAssessmentCh 4 TE p. 109Lessson ReviewRRAL p. 10AO p. 28Stand up, hand up, pair RRAL pg 4-5up:In what ways doesthe climate of the Eastaffect people, animals,and plants?SuggestedAccommodations Key:BG Below Grade LevelGL Gifted LearnerELL English LanguageLearnerSuggestedAccomodationsTE pps. 107, 109,115RRAL p. 56Resources/ActivitiesCh 4 TE p 115RRAL p. 57Ch 4 Lesson 2 p. 114-116Living in the Mid-AtlanticRegionCh 4 Lesson 1 p.106-109 NewEngland EnvironmentCh.4 Lesson 2 p. 114-116 TheMid-Atlantic6
Essential Content Key:I IntroduceD Develop M MasteryRV Revisit from sameschool yearR Review from previousgradeILSGRADE 4 SOCIAL STUDIES CURRICULUM GUIDEThe District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: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.Performance Descriptor/Range Essential QuestionsEssential Content14B Ch 4 Lesson I 14B Formation of local, state 1 day What are state services?15E 2and Federal Government andWhy are taxestheir rolesnecessary? What are theI 15E Public and private goodsthree branches of stateand services, taxesgovernment? What doeseach branch do?18CLessonCh 4 Lesson I 18C Support systems and1 day2direct/indirect relationshipswithin a social system and howtechnology affects itVocabularySuggestedAccommodations Key:BG Below Grade LevelGL Gifted LearnerELL English LanguageLearnerFormativeAssessmentsLegislativePB p. 21 Unit 6 TEBranch, Executive p.311 Reteach miniBranch, Judicial lesson: graphicBranch, governor, organizerspublicinstitutions,public services,private tionsCh 4 pg 117 Lesson Ch 4 TE p 117ReviewAO p. 29Resources/Activitiespublic services,private servicesnoneCh 4 Lesson 2 p. 117 Publicand Private ServicesnoneCh 4TE p 117Ch 4 Lesson 2 p. 116-117 Stategovernment is divided intothree branchesMy State Handbook (MSH) p.10-13RRAL p. 38 Know Your PublicServants Video: The ThreeBranches of GovernmentInteractive Transparency #6Career Connections: factory workers, bankers, farmers, manufacturers (paper, textiles, maple syrup, etc.), traders, government workers, teacher, meteorologistsCopying this document is prohibited without written permission from Cicero School District 99.7
Essential Content Key:I IntroduceD Develop M MasteryRV Revisit from sameschool yearR Review from previousgradeILSLesson17A Almanac16D Ch 5 ReadAloudGRADE 4 SOCIAL STUDIES CURRICULUM GUIDEThe District 99 Social Studies Framework is aligned with the following Illinois State Goals and Standards: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.Performance Descriptor/Essential ContentRange Essential QuestionsD 17A Illinois, United States,and World map skills1 day How is land used in theUS? What is the biggestindustry along the EastCoast? What is thebiggest industry alongthe West Coast?I 16D Changing societal roles 1 day How might a boycottand turning points in local,help a cause? What areIllinois, and United States socialcivil rights?history17A Ch 5 Lesson D 17A Illinois, United States,1and World map skills1 day What are the majorlandforms and bodies ofwater in the South? Howdoes the Gulf of Mexicoaffect the weather? Howdoes climate affect theplants and animals of theEastern region?VocabularyFormativeAssessmentsUnit 3- The Southland useUnit 3 TE p. 128 - 129"Interpreting Maps"and "InterpretingGraphs"SuggestedAccommodations Key:BG Below Grade LevelGL Gifted LearnerELL English ationsResources/ActivitiesnonenoneCh 5 Almanac p. 129civil rights,boycottISN Entry Compare and AO p. 48 Ch 6,Contrast then and now Lesson 2 TestnoneCh 5 TE Read Aloud p. 129FThe Southpeninsula,interior, delta,adapt, sea level,low coastalplain
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
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