Social Studies Grade 4 (#5021060) 


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Course Standards

Name Description
SS.4.A.1.1: Analyze primary and secondary resources to identify significant individuals and events throughout Florida history.
SS.4.A.1.2: Synthesize information related to Florida history through print and electronic media.
SS.4.A.2.1: Compare Native American tribes in Florida.
SS.4.A.3.1: Identify explorers who came to Florida and the motivations for their expeditions.
SS.4.A.3.2: Describe causes and effects of European colonization on the Native American tribes of Florida.
SS.4.A.3.3: Identify the significance of St. Augustine as the oldest permanent European settlement in the United States.
SS.4.A.3.4: Explain the purpose of and daily life on missions (San Luis de Talimali in present-day Tallahassee).
SS.4.A.3.5: Identify the significance of Fort Mose as the first free African community in the United States.
SS.4.A.3.6: Identify the effects of Spanish rule in Florida.
SS.4.A.3.7: Identify nations (Spain, France, England) that controlled Florida before it became a United States territory.
SS.4.A.3.8: Explain how the Seminole tribe formed and the purpose for their migration.
SS.4.A.3.9: Explain how Florida (Adams-Onis Treaty) became a U.S. territory.
SS.4.A.3.10: Identify the causes and effects of the Seminole Wars.
SS.4.A.4.1: Explain the effects of technological advances on Florida.
SS.4.A.4.2: Describe pioneer life in Florida.
SS.4.A.5.1: Describe Florida's involvement (secession, blockades of ports, the battles of Ft. Pickens, Olustee, Ft. Brooke, Natural Bridge, food supply) in the Civil War.
SS.4.A.5.2: Summarize challenges Floridians faced during Reconstruction.
SS.4.A.6.1: Describe the economic development of Florida's major industries.
SS.4.A.6.2: Summarize contributions immigrant groups made to Florida.
SS.4.A.6.3: Describe the contributions of significant individuals to Florida.
SS.4.A.6.4: Describe effects of the Spanish American War on Florida.
SS.4.A.7.1: Describe the causes and effects of the 1920's Florida land boom and bust.
SS.4.A.7.2: Summarize challenges Floridians faced during the Great Depression.
SS.4.A.7.3: Identify Florida's role in World War II.
SS.4.A.8.1: Identify Florida's role in the Civil Rights Movement.
SS.4.A.8.2: Describe how and why immigration impacts Florida today.
SS.4.A.8.3: Describe the effect of the United States space program on Florida's economy and growth.
SS.4.A.8.4: Explain how tourism affects Florida's economy and growth.
SS.4.A.9.1: Utilize timelines to sequence key events in Florida history.
SS.4.CG.1.1: Explain why the Florida government has a written Constitution.
Clarifications:

Clarification 1: Students will recognize that every state has a state constitution.

Clarification 2: Students will explain the relationship between a written constitution, the government established and the citizens.

SS.4.CG.2.1: Identify and describe how citizens work with local and state governments to solve problems.
Clarifications:

Clarification 1: Students will explain how public issues, such as taxation, roads, zoning and schools, impact citizens’ daily lives.

Clarification 2: Students will describe how citizens can help solve community and state problems (e.g., attending government meetings, communicating with their elected representatives).

SS.4.CG.2.2: Explain the importance of voting, public service and volunteerism to the state and nation.
Clarifications:

Clarification 1: Students will explain how voting, public service and volunteerism contribute to the preservation of the republic.

Clarification 2: Students will discuss different types of public service and volunteerism.

SS.4.CG.2.3: Identify individuals who represent the citizens of Florida at the state level.
Clarifications:

Clarification 1: Students will identify their local state senator and state representative.

Clarification 2: Students will identify appropriate methods for communicating with elected officials.

Clarification 3: Students will recognize that Florida has a representative government.

SS.4.CG.3.1: Explain the structure and functions of the legislative, executive and judicial branches of government in Florida.
Clarifications:

Clarification 1: Students will compare the powers of Florida’s three branches of government.

Clarification 2: Students will explain how the Declaration of Rights in the Florida Constitution protects the rights of citizens.

SS.4.CG.3.2: Compare the structure, functions and processes of local and state government.
Clarifications:
Clarification 1: Students will identify how government is organized at the local and state level including, but not limited to, legislative branch (e.g., legislature, city/county commission), executive branch (e.g., governor, mayor) and judicial branch (e.g., county and circuit courts).
SS.4.E.1.1: Identify entrepreneurs from various social and ethnic backgrounds who have influenced Florida and local economy.
SS.4.E.1.2: Explain Florida's role in the national and international economy and conditions that attract businesses to the state.
SS.4.FL.1.1: People have many different types of jobs from which to choose. Identify different jobs requiring people to have different skills.
SS.4.FL.1.2: People earn an income when they are hired by an employer to work at a job.
Explain why employers are willing to pay people to do their work.
SS.4.FL.1.3: Workers are paid for their labor in different ways such as wages, salaries, or commissions. Explain the ways in which workers are paid.
Examples:
Explain how a waitress, a teacher, and a realtor are paid.
SS.4.FL.1.4: People can earn interest income from letting other people borrow their money.
Explain why banks and financial institutions pay people interest when they deposit their money at those institutions.
SS.4.FL.1.5: People can earn income by renting their property to other people.
Identify different types of property (such as apartments, automobiles, or tools) that people own and on which rent is paid.
SS.4.FL.1.6: Describe ways that people who own a business can earn a profit, which is a source of income.
SS.4.FL.1.7: Entrepreneurs are people who start new businesses. Entrepreneurs do not know if their new businesses will be successful and earn a profit. Identify ways in which starting a business is risky for entrepreneurs.
SS.4.FL.1.8: Income earned from working and most other sources of income are taxed. Describe ways that the revenue from these taxes is used to pay for government provided goods and services.
SS.4.FL.2.1: Explain that economic wants are desires that can be satisfied by consuming a good, a service, or a leisure activity.
SS.4.FL.2.2: Explain that people make choices about what goods and services they buy because they can’t have everything they want. This requires individuals to prioritize their wants.
SS.4.FL.2.3: Identify some of the ways that people spend a portion of their income on goods and services in order to increase their personal satisfaction or happiness.
SS.4.FL.2.4: Discuss that whenever people buy something, they incur an opportunity cost. Opportunity cost is the value of the next best alternative that is given up when a person makes a choice.
SS.4.FL.2.5: Explain that costs are things that a decision maker gives up; benefits are things that a decision maker gains. Make an informed decision by comparing the costs and benefits of spending alternatives.
SS.4.FL.2.6: Predict how people’s spending choices are influenced by prices as well as many other factors, including advertising, the spending choices of others, and peer pressure.
SS.4.FL.2.7: Planning for spending can help people make informed choices. Develop a budget plan for spending, saving, and managing income.
SS.4.FL.3.1: Identify ways that income is saved, spent on goods and services, or used to pay taxes.
SS.4.FL.3.2: Explain that when people save money, they give up the opportunity to buy things now in order to buy things later.
SS.4.FL.3.3: Identify ways that people can choose to save money in many places—for example, at home in a piggy bank or at a commercial bank, credit union, or savings and loan.
SS.4.FL.3.4: Identify savings goals people set as incentives to save. One savings goal might be to buy goods and services in the future.
SS.4.FL.3.5: Explain that when people deposit money into a bank (or other financial institution), the bank may pay them interest. Banks attract savings by paying interest. People also deposit money into banks because banks are safe places to keep their savings.
SS.4.FL.4.1: Discuss that interest is the price the borrower pays for using someone else’s money.
SS.4.FL.4.2: Identify instances when people use credit, that they receive something of value now and agree to repay the lender over time, or at some date in the future, with interest.
SS.4.FL.5.1: Explain that after people have saved some of their income, they must decide how to invest their savings so that it can grow over time.
SS.4.FL.5.2: Explain that a financial investment is the purchase of a financial asset such as a stock with the expectation of an increase in the value of the asset and/or increase in future income.
SS.4.FL.6.1: Explain that risk is the chance of loss or harm.
SS.4.FL.6.2: Explain that risk from accidents and unexpected events is an unavoidable part of daily life.
SS.4.FL.6.3: Describe ways that individuals can either choose to accept risk or take steps to protect themselves by avoiding or reducing risk.
SS.4.FL.6.4: Discuss that one method to cope with unexpected losses is to save for emergencies.
SS.4.G.1.1: Identify physical features of Florida.
SS.4.G.1.2: Locate and label cultural features on a Florida map.
SS.4.G.1.3: Explain how weather impacts Florida.
SS.4.G.1.4: Interpret political and physical maps using map elements (title, compass rose, cardinal directions, intermediate directions, symbols, legend, scale, longitude, latitude).
MA.K12.MTR.1.1: Actively participate in effortful learning both individually and collectively.  

Mathematicians who participate in effortful learning both individually and with others: 

  • Analyze the problem in a way that makes sense given the task. 
  • Ask questions that will help with solving the task. 
  • Build perseverance by modifying methods as needed while solving a challenging task. 
  • Stay engaged and maintain a positive mindset when working to solve tasks. 
  • Help and support each other when attempting a new method or approach.

 

Clarifications:
Teachers who encourage students to participate actively in effortful learning both individually and with others:
  • Cultivate a community of growth mindset learners. 
  • Foster perseverance in students by choosing tasks that are challenging. 
  • Develop students’ ability to analyze and problem solve. 
  • Recognize students’ effort when solving challenging problems.
MA.K12.MTR.2.1: Demonstrate understanding by representing problems in multiple ways.  

Mathematicians who demonstrate understanding by representing problems in multiple ways:  

  • Build understanding through modeling and using manipulatives.
  • Represent solutions to problems in multiple ways using objects, drawings, tables, graphs and equations.
  • Progress from modeling problems with objects and drawings to using algorithms and equations.
  • Express connections between concepts and representations.
  • Choose a representation based on the given context or purpose.
Clarifications:
Teachers who encourage students to demonstrate understanding by representing problems in multiple ways: 
  • Help students make connections between concepts and representations.
  • Provide opportunities for students to use manipulatives when investigating concepts.
  • Guide students from concrete to pictorial to abstract representations as understanding progresses.
  • Show students that various representations can have different purposes and can be useful in different situations. 
MA.K12.MTR.3.1: Complete tasks with mathematical fluency. 

Mathematicians who complete tasks with mathematical fluency:

  • Select efficient and appropriate methods for solving problems within the given context.
  • Maintain flexibility and accuracy while performing procedures and mental calculations.
  • Complete tasks accurately and with confidence.
  • Adapt procedures to apply them to a new context.
  • Use feedback to improve efficiency when performing calculations. 
Clarifications:
Teachers who encourage students to complete tasks with mathematical fluency:
  • Provide students with the flexibility to solve problems by selecting a procedure that allows them to solve efficiently and accurately.
  • Offer multiple opportunities for students to practice efficient and generalizable methods.
  • Provide opportunities for students to reflect on the method they used and determine if a more efficient method could have been used. 
MA.K12.MTR.4.1: Engage in discussions that reflect on the mathematical thinking of self and others. 

Mathematicians who engage in discussions that reflect on the mathematical thinking of self and others:

  • Communicate mathematical ideas, vocabulary and methods effectively.
  • Analyze the mathematical thinking of others.
  • Compare the efficiency of a method to those expressed by others.
  • Recognize errors and suggest how to correctly solve the task.
  • Justify results by explaining methods and processes.
  • Construct possible arguments based on evidence. 
Clarifications:
Teachers who encourage students to engage in discussions that reflect on the mathematical thinking of self and others:
  • Establish a culture in which students ask questions of the teacher and their peers, and error is an opportunity for learning.
  • Create opportunities for students to discuss their thinking with peers.
  • Select, sequence and present student work to advance and deepen understanding of correct and increasingly efficient methods.
  • Develop students’ ability to justify methods and compare their responses to the responses of their peers. 
MA.K12.MTR.5.1: Use patterns and structure to help understand and connect mathematical concepts. 

Mathematicians who use patterns and structure to help understand and connect mathematical concepts:

  • Focus on relevant details within a problem.
  • Create plans and procedures to logically order events, steps or ideas to solve problems.
  • Decompose a complex problem into manageable parts.
  • Relate previously learned concepts to new concepts.
  • Look for similarities among problems.
  • Connect solutions of problems to more complicated large-scale situations. 
Clarifications:
Teachers who encourage students to use patterns and structure to help understand and connect mathematical concepts:
  • Help students recognize the patterns in the world around them and connect these patterns to mathematical concepts.
  • Support students to develop generalizations based on the similarities found among problems.
  • Provide opportunities for students to create plans and procedures to solve problems.
  • Develop students’ ability to construct relationships between their current understanding and more sophisticated ways of thinking.
MA.K12.MTR.6.1: Assess the reasonableness of solutions. 

Mathematicians who assess the reasonableness of solutions: 

  • Estimate to discover possible solutions.
  • Use benchmark quantities to determine if a solution makes sense.
  • Check calculations when solving problems.
  • Verify possible solutions by explaining the methods used.
  • Evaluate results based on the given context. 
Clarifications:
Teachers who encourage students to assess the reasonableness of solutions:
  • Have students estimate or predict solutions prior to solving.
  • Prompt students to continually ask, “Does this solution make sense? How do you know?”
  • Reinforce that students check their work as they progress within and after a task.
  • Strengthen students’ ability to verify solutions through justifications. 
MA.K12.MTR.7.1: Apply mathematics to real-world contexts. 

Mathematicians who apply mathematics to real-world contexts:

  • Connect mathematical concepts to everyday experiences.
  • Use models and methods to understand, represent and solve problems.
  • Perform investigations to gather data or determine if a method is appropriate. • Redesign models and methods to improve accuracy or efficiency. 
Clarifications:
Teachers who encourage students to apply mathematics to real-world contexts:
  • Provide opportunities for students to create models, both concrete and abstract, and perform investigations.
  • Challenge students to question the accuracy of their models and methods.
  • Support students as they validate conclusions by comparing them to the given situation.
  • Indicate how various concepts can be applied to other disciplines.
ELA.K12.EE.1.1: Cite evidence to explain and justify reasoning.
Clarifications:
K-1 Students include textual evidence in their oral communication with guidance and support from adults. The evidence can consist of details from the text without naming the text. During 1st grade, students learn how to incorporate the evidence in their writing.

2-3 Students include relevant textual evidence in their written and oral communication. Students should name the text when they refer to it. In 3rd grade, students should use a combination of direct and indirect citations.

4-5 Students continue with previous skills and reference comments made by speakers and peers. Students cite texts that they’ve directly quoted, paraphrased, or used for information. When writing, students will use the form of citation dictated by the instructor or the style guide referenced by the instructor. 

6-8 Students continue with previous skills and use a style guide to create a proper citation.

9-12 Students continue with previous skills and should be aware of existing style guides and the ways in which they differ.

ELA.K12.EE.2.1: Read and comprehend grade-level complex texts proficiently.
Clarifications:
See Text Complexity for grade-level complexity bands and a text complexity rubric.
ELA.K12.EE.3.1: Make inferences to support comprehension.
Clarifications:
Students will make inferences before the words infer or inference are introduced. Kindergarten students will answer questions like “Why is the girl smiling?” or make predictions about what will happen based on the title page. Students will use the terms and apply them in 2nd grade and beyond.
ELA.K12.EE.4.1: Use appropriate collaborative techniques and active listening skills when engaging in discussions in a variety of situations.
Clarifications:
In kindergarten, students learn to listen to one another respectfully.

In grades 1-2, students build upon these skills by justifying what they are thinking. For example: “I think ________ because _______.” The collaborative conversations are becoming academic conversations.

In grades 3-12, students engage in academic conversations discussing claims and justifying their reasoning, refining and applying skills. Students build on ideas, propel the conversation, and support claims and counterclaims with evidence.

ELA.K12.EE.5.1: Use the accepted rules governing a specific format to create quality work.
Clarifications:
Students will incorporate skills learned into work products to produce quality work. For students to incorporate these skills appropriately, they must receive instruction. A 3rd grade student creating a poster board display must have instruction in how to effectively present information to do quality work.
ELA.K12.EE.6.1: Use appropriate voice and tone when speaking or writing.
Clarifications:
In kindergarten and 1st grade, students learn the difference between formal and informal language. For example, the way we talk to our friends differs from the way we speak to adults. In 2nd grade and beyond, students practice appropriate social and academic language to discuss texts.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
ELD.K12.ELL.SS.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.
HE.4.C.2.4 (Archived Standard): Recognize types of school rules and community laws that promote health and disease prevention.



General Course Information and Notes

GENERAL NOTES

Fourth Grade: Florida Studies - The fourth grade Social Studies curriculum consists of the following content area strands: American History, Geography, Economics, and Civics. Fourth grade students will learn about Florida history focusing on exploration and colonization, growth, and the 20th Century and beyond. Students will study the important people, places, and events that helped shape Florida history.

Special Notes:
Additional content that may be contained in the NAEP Grade 4 Civics assessment includes:

  • Definition of government
  • American identity
  • Costs, benefits of unity/diversity
  • Contacting public officials, agencies
  • The concept of nation
  • Interaction among nations in the areas of trade, diplomacy, cultural context, treaties and agreements, and military force
  • Importance of peaceful resolution of international conflicts
  • Healthy functioning of American constitutional democracy
  • Criteria for selecting leaders

The NAEP frameworks for Civics may be accessed at
http://www.nagb.org/publications/frameworks/civicsframework.pdf

Additional content that may be contained in the NAEP Grade 4 Geography assessment includes:

  • spatial units, features, and patterns
  • the earth's environment, its limited capacity, human effect on it
  • relationships between and among places, changes in technology affecting connections among people and places
  • regional patterns of function
  • geographic factors contributing to conflict and cooperation in a variety of settings

The NAEP frameworks for Geography may be accessed at
http://www.nagb.org/content/nagb/assets/documents/publications/frameworks/gframework2010.pdf

Additional content that may be contained in the NAEP Grade 4 United States History assessment includes:

  • Change and Continuity in American Democracy: Ideas, Institutions, Events, Key Figures, and Controversies
  • The Gathering and Interactions of Peoples, Cultures, and Ideas
  • Economic and Technological Changes and Their Relationship to Society, Ideas, and the Environment
  • The Changing Role of America in the World

The NAEP frameworks for United States History may be accessed at
http://www.nagb.org/content/nagb/assets/documents/publications/frameworks/historyframework.pdf

Instructional Practices

Teaching from well-written, grade-level instructional materials enhances students' content area knowledge and also strengthens their ability to comprehend longer, complex reading passages on any topic for any reason. Using the following instructional practices also helps student learning:

1. Reading assignments from longer text passages as well as shorter ones when text is extremely complex.

2. Making close reading and rereading of texts central to lessons.

3. Asking high-level, text-specific questions and requiring high-level, complex tasks and assignments.

4. Requiring students to support answers with evidence from the text.

5. Providing extensive text-based research and writing opportunities (claims and evidence).

Florida’s Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards
This course includes Florida’s B.E.S.T. ELA Expectations (EE) and Mathematical Thinking and Reasoning Standards (MTRs) for students. Florida educators should intentionally embed these standards within the content and their instruction as applicable. For guidance on the implementation of the EEs and MTRs, please visit https://www.cpalms.org/Standards/BEST_Standards.aspx and select the appropriate B.E.S.T. Standards package.

English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Social Studies. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/ss.pdf


General Information

Course Number: 5021060 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades PreK to 5 Education Courses > Subject: Social Studies > SubSubject: General >
Abbreviated Title: SOC STUDIES 4
Course Attributes:
  • Class Size Core Required
  • Florida Standards Course
  • Core Course
Course Type: Core Academic Course
Course Status: Course Approved
Grade Level(s): 4



Educator Certifications

Elementary Education (Elementary Grades 1-6)
Social Studies (Elementary Grades 1-6)
Elementary Education (Grades K-6)


State Adopted Instructional Materials

Florida 4th Grade Social Studies: Florida Studies + Financial Literacy
Marsh, et al - Gallopade International, Inc. - 1st Edition - 2023
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Florida History Makers: Our State
Writers: Monica Motz Sherwin, M.A., Shawn P. Mabry, M.Ed., Dr. Kim Mogilevsky Editors: Shari L. Markowitz, Andre' Jon Mogilevsky, M.Ed.L. - Analytic Orange, Inc. - 1e - 2022
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Florida Social Studies, Florida Studies, Grade 4
James Banks, Ph. D.; Denise Bossy, Ph.D.; Tahira Dupree Chase, Ed.D.; Gary Clayton, Ph.D. ; Kevin Colleary, Ph. D.; William Deverell, Ph. D.; Jana Echevarria, Ph. D.; Douglas Fisher, Ph. D.; Lorri Glover, Ph.D.; Thomas Herman, Ph.D.; Nafees Khan, Ph.D.; Dan Lewis, Ph. D.; Elizabeth Logan, Ph. D.; Jay McTighe; Walter C. Parker, Ph. D.; Emily Schell, Ed. D.; Fiona Vernal, Ph. D. - McGraw Hill LLC - 1 - 2024
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Nystrom Young Citizens: Encounter, Grade 4 FL
Social Studies School Service - Nystrom Education - 1st - 2022
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Social Studies Alive! Florida and Its People (Florida Series, Grade 4)
Bert Bower - Teachers' Curriculum Insitute - 3 - 2022
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