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Chester Township Public Schools
Social Studies
Social Studies - Fourth Grade

United States History
State History: Summary of Events
The learner will be able to summarize the events within his/her state history relevant to the reasons why the New World was settled and colonization. (6.1) Activities/Evaluation Discuss the issues that led to England's efforts to colonize America. Write descriptions of life in the New England Colonies, the Middle Colonies and the Southern Colonies. Create a map that labels the English colonies in America.
Strand Bloom's Scope Source Activities
State History Comprehension Master Tudor Foundation Core Curriculum, September 1998, Fourth Grade Classroom
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State History: Geography
The learner will be able to understand how geography has impacted his/her state history. (6.8) Activities/ Evaluation Discuss the different geographical feature of New Jersey and draw a chart or other visual presentation that depicts New Jersey three major regions.
Strand Bloom's Scope Source Activities
State History Knowledge Master Tudor Foundation Core Curriculum, September 1998, Fourth Grade Classroom
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State History: Population
The learner will be able to understand changes in population over time within his/her state with special emphasis on the settlement of New Jersey. (6.7) Activities/Evaluation Discuss and identify the social institutions such as family, religion and government that function to meet individual and group needs. Compare and contrast similarities and differences in daily life over time.
Strand Bloom's Scope Source Activities
State History Knowledge Master Tudor Foundation Core Curriculum, September 1998, Fourth Grade Classroom
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State History: Granting of Statehood
The learner will be able to explain how his/her state was granted statehood. (6.1, 6.4, 6.7) Activities/Evaluation Discuss the events that led to New Jersey becoming a state. Write a brief history of New Jersey's road to statehood.
Strand Bloom's Scope Source Activities
State History Knowledge Master Tudor Foundation Core Curriculum, September 1998, Fourth Grade Classroom
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State History: Role/American Revolution
The learner will be able to explain his/her state's role in the American Revolution paying particular attention to the settlement and history of Morris County and Chester. Activities/Evaluation Discuss the history of Chester. List the historical sites of significance in Morris County.
Strand Bloom's Scope Source Activities
State History Comprehension Master Tudor Foundation Core Curriculum, September 1998, Fourth Grade Classroom
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Revolutionary War: Contributing Factors
The learner will be able to identify the factors contributing to the onset of the American Revolution giving specific focus on the concept of cause and effect and consequences resulting from human action. (6.2) Activities/Evaluation Discuss the cause and result of the Boston Massacre. Identify the cause of the Boston Tea Party and describe the event, Identify the Stamp Act and list the reasons that makes it a major cause of the American Revolution.
Strand Bloom's Scope Source Activities
Revolutionary War Knowledge Master Tudor Foundation Core Curriculum, September 1998, Fourth Grade Classroom
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Revolutionary War: Affect/Nation
The learner will be able to explain how the Revolutionary War affected the nation focusing on the events that led to the American Revolution. (6.2) Activities/Evaluation Discuss and list the causes of the American Revolution. List and discuss the issues connected to the American Revolution. Identify and describe the results of the American Revolution.
Strand Bloom's Scope Source Activities
Revolutionary War Comprehension Master Tudor Foundation Core Curriculum, September 1998, Fourth Grade Classroom
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PlSymbols: Pledge/Key Ideas
The learner will be able to recognize how the key ideas and values of American democracy are reflected in the Pledge of Allegiance. (6.2) Activities/Evaluation Recite the Pledge of Allegiance and explain the meaning of the pledge. In class write a paraphrased version of the Pledge of Allegiance.
Strand Bloom's Scope Source Activities
Historical Symbols Application Master Tudor Foundation Core Curriculum, September 1998, Fourth Grade Classroom
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Symbols: Democratic Principles
The learner will be able to associate a symbol (e.g., Liberty Bell) with democratic principles (e.g., freedom) and connect these symbols to the major events of the American Revolution. (6.2) Activities/Evaluation Write a brief history of the Liberty Bell stating how it connects with the concept of freedom. Draw a picture that depicts the Liberty Bell in a political/historical setting.
Strand Bloom's Scope Source Activities
Historical Symbols Synthesis Master Tudor Foundation Core Curriculum, September 1998, Fourth Grade Classroom
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American Indian: Origin of Conflict
The learner will be able to explain the origin of conflict between American Indians and Europeans with specific emphasis on the French and Indian War. (6.2, 6.4, 6.8) Activities/Evaluation List the causes of the French and Indian War. Discuss the Issues the were part of the French and Indian War. Draw a chart that depicts the results of the French and Indian War.
Strand Bloom's Scope Source Activities
Indigenous People Comprehension Master Tudor Foundation Core Curriculum, September 1998, Fourth Grade Classroom
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Revolutionary War: Treaty of Paris
The learner will be able to determine how the Treaty of Paris affected America's relations with indigenous peoples and/or other countries. (6.1) Activities/Evaluation Using the references of the media center and the Internet identify the provisions of the Treaty of Paris. Design a visual depicting the effect of the treaty on the indigenous people of America.
Strand Bloom's Scope Source Activities
Revolutionary War Comprehension Master Tudor Foundation Core Curriculum, September 1998, U.S. History Classroom
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Concepts: Terms/Identify Meaning
The learner will be able to identify the meaning of geographical terms, such as the equator and other terms related to globe and map skills. Significant term and content areas include: identification of oceans and continents, compass directions, map symbols, map scale, grid or coordinate system, Hemispheres, longitude and latitude, Prime Meridian, and map keys. (6.8) Activities/Evaluation Make a fantasy Island with scale, key, compass etc., read various maps and explain the maps to the class, construct a map.
Strand Bloom's Scope Source Activities
Geographical Concepts Comprehension Master Tudor Foundation Core Curriculum, September 1998, Fourth Grade Classroom
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Concepts: Location
The learner will be able to identify a geographical location based on a description with specific focus on the English Colonies in America. (6.8) Activities/Evaluation Draw various maps of Colonial America depicting variations in physical geography.
Strand Bloom's Scope Source Activities
Geographical Concepts Comprehension Master Tudor Foundation Core Curriculum, September 1998, Fourth Grade Classroom
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Concepts: Use Knowledge
The learner will be able to use knowledge of a geographic concept to identify population density, compare physical characteristics of places and regions, and timelines. (6.7) Activities/Evaluation Discuss and draw a map that depict population density. Construct a map that illustrates at least two physical characteristics of terrain.
Strand Bloom's Scope Source Activities
Geographical Concepts Comprehension Master Tudor Foundation Core Curriculum, September 1998, Fourth Grade Classroom
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Regions: Characteristics
The learner will be able to understand the characteristics of a region.
Strand Bloom's Scope Source Activities
Regions Comprehension Master Tudor Foundation Core Curriculum, September 1998, Fourth Grade Classroom
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Regions: Chart
The learner will be able to make inferences about geographical regions using a chart with a specific focus on pictographs , bar graphs, pie graphs. line graphs and reading a table. (6.7) Activities/Evaluation interpret a pictograph. Draw a bar graph. Change a Bar Graph to a Pie Graph. Create a line graph.
Strand Bloom's Scope Source Activities
Regions Comprehension Master Tudor Foundation Core Curriculum, September 1998, Fourth Grade Classroom
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Civics and Government
Identity: United/Values/Principles
The learner will be able to describe how an American identity comes from being united by values, principles, and/or beliefs rather than ethnicity, race, religion, class, language, gender, and/or national origin paying particular attention to The First Continental Congress, Second Continental Congress, Declaration of Independence and significant individuals who have made major contributions to the American political/historical fabric. (6.1, 6.2) Activities/Evaluation Write a biography about a major contributor to the fabric of the American tapestry. Discuss the significance of the values and principles of the American political system. Chart or graph the ethnic diversity of the American people.
Strand Bloom's Scope Source Activities
American Identity Comprehension Master Tudor Foundation Core Curriculum, September 1998, Fourth Grade Classroom
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Constitution: State/Relationship
The learner will be able to understand the relationship of his/her state's constitution to the United States Constitution. (6.1) Activities/Evaluation Discuss the basic agreement that exists between the Federal Constitution and the State Constitution. Note the powers that the State of New Jersey assumes and articulates in the State's Constitution.
Strand Bloom's Scope Source Activities
Constitution Comprehension Master Tudor Foundation Core Curriculum, September 1998, Fourth Grade Classroom
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Rights/Responsibilities: Affect/Explain
The learner will be able to explain the rights and responsibilities of a citizen to affect the decisions and actions of their government as specified by the Constitution of the United States. (6.1) Activities/Evaluation Create a visual display of the rights and responsibilities of an individual under the Constitution of the United States. Discuss the rights and responsibility of citizens and relate the discussion to current events.
Strand Bloom's Scope Source Activities
Citizenship: Rights/Responsibilities Comprehension Master Tudor Foundation Core Curriculum, September 1998, Fourth Grade Classroom
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Bill of Rights: Key Ideas
The learner will be able to recognize how the key ideas and values of American democracy are reflected in the Bill of Rights. (6.1) Activities/Evaluation Discuss the Bill of Right. Chart the rights granted and reserved under the Bill of Rights. Identify various ways that the Bill of Rights protect basic freedom.
Strand Bloom's Scope Source Activities
Bill of Rights Knowledge, Comprehension Master Tudor Foundation Core Curriculum, September 1998, Fourth Grade Classroom
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Cultural Perspective
Diversity: Understand Concept
The learner will be able to understand the concept of diversity and examine particular events and identify reasons why individuals from different cultures might respond to them in different ways. (6.4) Activities/Evaluation Discuss the different ways to make a group decision. Make a chart of significant national holidays and note the cultural differences.
Strand Bloom's Scope Source Activities
Diversity Application Master Tudor Foundation Core Curriculum, September 1998, Fourth Grade Classroom
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Folklore: National Heritage/Explain
The learner will be able to explain how folklore contributes to the national heritage of the United States. (6.4) Activities/Evaluation Create a class anthology of folklore that depicts cultural diversity and celebrates cultural differences.
Strand Bloom's Scope Source Activities
Folklore Comprehension Master Tudor Foundation Core Curriculum, September 1998, Fourth Grade Classroom
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Diversity: Define
The learner will be able to define diversity in the context of immigration and the American experience.(6.2, 6.5) Activities/Evaluation Discuss the concept of diversity and make a chart depicting the diverse nature of the American experience.
Strand Bloom's Scope Source Activities
Diversity Comprehension Master Tudor Foundation Core Curriculum, September 1998, Fourth Grade Classroom
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Communities are People: Holocaust
The learner will be able to recognize and explain that each person is strengthened and enriched by the differences they find and accept in others. (6.2, 6.3) Activities/Evaluation Discuss and explain how prejudice huts everyone. List examples of times that prejudice has led to the presecution and killing of groups of people such as the Holocaust. Discuss that in time of prejudice and persecution, some people are corageous and help the victim, some remain silent, and some are guilty of doing eveil things to others. Discuss and recognize that each person is responsible for his or her actions.
Strand Bloom's Scope Source Activities
Diversity   Master Chester Township Public Schools(a) Classroom
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Goods/Services: Needs
The learner will be able to associate a basic need with the business that supplies it and distinguish between wants and needs both at home and in school. (6.6) Activities/Evaluation Discuss the role that wants and needs play in our everyday life. Draw a chart that depicts the difference between wants and needs.
Strand Bloom's Scope Source Activities
Goods/Services Synthesis Master Tudor Foundation Core Curriculum, September 1998, Fourth Grade Classroom
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Trade: Define
The learner will be able to define trade and money as part of the economic forces that shaped the development of America and the role of money in our everyday life. (6.6) Activities/Evaluation Discuss trade and money and create a poster that show how money and trade is present in our everyday life. Collect advertisements and identify the all references to money.
Strand Bloom's Scope Source Activities
Trade Knowledge Master Tudor Foundation Core Curriculum, September 1998, Fourth Grade Classroom
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Trade: Benefits/Examine
The learner will be able to examine the benefits of trade at the school level and at home. (6.6) Activities/Evaluation List the benefits of trade and trading activity at school and at home. Draw a chart that depicts the benefits of trade.
Strand Bloom's Scope Source Activities
Trade Analysis Master Tudor Foundation Core Curriculum, September 1998, Fourth Grade Classroom
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Supply/Demand: Competition
The learner will be able to predict the outcome of a situation involving economic competition with specific focus on the role of supply and demand. (6.6) Activities/Evaluation Make a chart that depicts the benefits of competition. Discuss the problems associated with competition. Define supply and demand and list the ways that it both supply and demand influences competition.
Strand Bloom's Scope Source Activities
Supply/Demand Application Master Tudor Foundation Core Curriculum, September 1998, Fourth Grade Classroom
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Historical Perspective
Analysis: Sources/Multiple
The learner will be able to analyze historical events using multiple sources focusing on the Battles of the American Revolution, Treaty of Paris, Reasons for exploration, Contributions of individual explorers. (6.2, 6.5, 6.8) Activities/Evaluation Utilizing the resource of media, Internet create a visual presentation that depicts a major historical event from a variety of perspectives.
Strand Bloom's Scope Source Activities
Historical Analysis Analysis Master Tudor Foundation Core Curriculum, September 1998, Fourth Grade Classroom
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