Th Grade Social Studies - Unit 4 The Nation Expands

4th Grade Frameworks for the Georgia Standards of Excellence in Social Studies

The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the 4th Grade Social Studies Course.

4th Grade Social Studies - Unit 4 ? The Nation Expands

Elaborated Unit Focus

Connection to Connecting Theme/Enduring Understandings

This unit will focus on how the beliefs and ideals of our young and developing nation (especially those of "Manifest Destiny"-belief that the expansion of the US throughout the American continents was both justified and inevitable), along with the technological innovations that enabled the westward movement and migration of people, led to the settling of the American West, and the inevitable conflict and change with the American Indians already living there. We will also examine how the opportunities inherent in this territorial expansion gave us new and unique avenues of production, distribution, and consumption that, in turn, led to conflict, once again, with Great Britain.

Beliefs and Ideals: The student will understand that the beliefs and ideals of a society influence the social, political, and economic decisions of that society. Conflict and Change: The student will understand that when there is conflict between or within societies, change is the result. Individuals, Groups, and Institutions: The student will understand that the actions of individuals, groups, and/or institutions affect society through intended and unintended consequences. Location: The student will understand that location affects a society's economy, culture, and development. Movement/Migration: The student will understand that the movement or migration of people and ideas affects all societies involved. Production, Distribution, Consumption: The student will understand that the production, distribution, and consumption of goods/services produced by the society are affected by the location, customs, beliefs, and laws of the society. Technology Innovation: The student will understand that technological innovations have consequences, both intended and unintended, for a society. SS4H3 Explain westward expansion in America. a. Describe the causes and events of the War of 1812; include the burning of the Capitol and the White House and the writing of "The Star Spangled Banner."

b. Describe the impact of westward expansion on American Indians; include the Trail of Tears, Battle of Little Bighorn and the forced relocation of American Indians to reservations.

c. Describe territorial expansion with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Texas (the Alamo and independence), Oregon (Oregon Trail), and California (Gold Rush and the development of mining towns).

GSE for Social Studies

(standards and elements)

SS4H4 Examine the main ideas of the abolitionist and suffrage movements. a. Discuss contributions of and challenges faced by Susan B. Anthony, Frederick Douglass, Elizabeth Cady Stanton, Sojourner Truth, and Harriet Tubman.

SS4E1 Use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events. a. Describe opportunity cost and its relationship to decision-making across time (e.g., decisions to settle in the west).

d. Explain how voluntary exchange helps both buyers and sellers (e.g., Gold Rush mining towns).

f. Give examples of technological advancements and their impact on business productivity during the development of the United States (e.g., cotton gin, steamboat, steam locomotive, and telegraph).

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4th Grade Frameworks for the Georgia Standards of Excellence in Social Studies

SS4G1 Locate important physical and man-made features in the United States. a. Locate major physical features of the United States: the Atlantic Coastal Plain, the Great Plains, the Continental Divide, the Gulf of Mexico, the Mississippi River, and the Great Lakes.

b. Locate major man-made features of the United States: New York City, NY; Boston, MA; Philadelphia, PA; Washington, D.C.; Gettysburg, PA; and the Erie Canal.

Connection to GSE for ELA/Science/Math

SS4G2 Describe how physical systems affect human systems. b. Describe physical barriers that hindered and physical gateways that benefited territorial expansion from 1801 to 1861.

The activities in this unit are predominantly inquiry based and, as such, have significant reading, writing, speaking, listening, illustrating, and research components, and so, nearly all of the GSE for ELA will be accessed.

Connection to Social Studies Matrices (information processing and/or map and globe skills)

Map and Globe Skills: Use a compass rose to identify cardinal directions; use intermediate directions; use a letter/number grid system to determine location; compare and contrast the categories of natural, cultural, and political features found on maps; use graphic scales to determine distances on a map; use map key/legend to acquire information from historical, physical, political, resource, product, and economic maps; use a map to explain impact of geography on historical and current events; draw conclusions and make generalizations based on information from maps

Information Processing Skills: Compare similarities and differences; organize items chronologically; identify issues and/or problems and alternative solutions; distinguish between fact and opinion; identify main idea, detail, sequence of events, and cause and effect in a social studies context; identify and use primary and secondary sources; interpret timelines, charts, and tables; identify social studies reference resources to use for a specific purpose; analyze artifacts; draw conclusions and make generalizations; analyze graphs and diagrams; formulate appropriate research questions; determine adequacy and/or relevancy of information; check for consistency of information; interpret political cartoons

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4th Grade Frameworks for the Georgia Standards of Excellence in Social Studies

Essential Questions and Related Supporting/Guiding Questions

Enduring Understanding Beliefs and ideals

1. How can ideas and beliefs change a country? a. How did the physical geography of our country both help and hinder westward expansion? b. How did this belief literally change the boundaries of our nation?

Enduring Understanding Conflict and Change

Enduring Understanding

Individuals, Groups, and Institutions

1. How can movement cause conflict and change? a. What was the effect of westward expansion on the American Indians? b. Why was the Battle of the Alamo a pivotal point in the Texas Revolution? c. How did the Louisiana Purchase lead to further conflict and change?

2. Could conflict with the American Indians have been avoided? a. Why did settlers feel they had a right to the land? b. What differences were there in the way the settlers viewed the land and how the American Indians of the plains viewed it that led to conflict? c. Did the steam locomotive speed the process of Indian removal?

1. How can a single individual change a country? a. How did the physical geography of our country change as a result of his presidency? b. How did it affect the country's belief in expanding territory? c. What were some unintended effects of his presidency?

Enduring Understanding

Production, Distribution, Consumption

1. How does your location affect your decisions? a. Why did England and France wish to restrict U.S. trade? b. How would Britain's impressment of American sailors affect trade? c. What was the economic impact of the end the War of 1812 on the U.S.?

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4th Grade Frameworks for the Georgia Standards of Excellence in Social Studies

Westward Expansion

Thomas Jefferson

Battle of Little Bighorn

Gold Rush

Buffalo

War of 1812

Oregon Trail

Star Spangled Banner

Trail of Tears

Lewis and Clark with Sacagawea

American Indians

Burning of Washington D.C.

The Alamo

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4th Grade Frameworks for the Georgia Standards of Excellence in Social Studies

Louisiana Purchase

Elizabeth Cady Stanton Transcontinental Railroad

Susan B. Anthony

Harriet Tubman

Women's Suffrage

Abolition

Frederick Douglass

Sojourner Truth

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