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The 4th Graders will begin Trimester 1 with our Civics and Government Unit.The Fourth Graders have the power to propose change. Our government and civics inquiry will encourage us to "Voice" our opinions.Why doesn't the President run the entire country?
The Fourth Graders will investigate what has had the greatest impact on how Illinois has changed over time. We will study how Illinois has changed during the European exploration, the Civil War, The Great Chicago Fire, and the Progressive period.Trimester 2- History
What has had the greatest impact on how Illinois has changed over time?
How did Illinois change during the European exploration and settlement?
How did Illinois change during the Civil War?
How did Illinois change during the Great Chicago Fire?
How did Illinois change during the progressive period with Jane Addams?
Illinois 200- Histories for Kids
Who’s at Fault for the Devastating Destruction of The Great Chicago Fire?
Sociologist Resources:
http://www.asanet.org/introtosociology/documents/Field%20of%20sociology033108.htm
http://sociology.berkeley.edu/what-can-i-do-sociology-major
http://en.wikibooks.org/wiki/Introduction_to_Sociology/Being_a_Sociologist
Meteorologist Resources:
https://www.ametsoc.org/policy/whatisam.html
http://www.weatherwizkids.com/career-becoming-meteorologist.htm
http://www.prospects.ac.uk/meteorologist_job_description.htm
Politician Resources:
http://www.wikihow.com/Become-a-Politician
http://money.usnews.com/money/personal-finance/articles/2013/07/16/can-you-afford-to-be-a-politician
http://www.squidoo.com/politician
Psychologist Resources:
https://www.apa.org/helpcenter/about-psychologists.aspx
http://psychology.about.com/od/careersinpsychology/f/psychologist-schooling.htm
http://psychologydegreeguide.org/become-a-psychologist/
Architect/Building Inspector Resources:
http://www.bls.gov/ooh/construction-and-extraction/construction-and-building-inspectors.htm
https://www.homeinspector.org/become/default.aspx
http://www.hometraining.com/states/
Forensic Fire Investigator/Analyst Resources:
http://www.forensicfireanalysis.com
http://www.forensicfireanalysis.com/education.html
http://forensicsciencecentral.co.uk/fireinvestigation.shtml
Jobs for Kids in the Progressive Era
When a child helps with household chores after school, he or she may dust or wash dishes. A child who grew up 100 years ago may not have gone to school at all. He or she may have worked full time as a powder monkey or a loblolly. Take a look at these and other historical jobs for kids.
Chimney sweeps: Small children, 6 to 8 years old, crawled up chimneys and loosened the soot with a broom. They often worked 12-hour days.
Gillie boys: These boys helped fishermen. They baited hooks, pulled nets, and prepared food.
Loblollies: These boys were surgeons' assistants and worked on military ships.
Office boys: Young boys worked in offices sharpening pencils, stuffing envelopes, sweeping floors, and running errands.
Powder monkeys: These boys worked on warships and at forts, carrying gunpowder to the cannons during battle.
Vendors: Children often sold things on city streets. There were newspaper boys, muffin boys, and hot corn girls.
Waterboys: Farm and construction crews had waterboys, who brought water to them while they worked.
Trimester 2- GeographyHow Does Where You Live Matter?How Does Where We Live Matter?
Trimester 3- EconomyWhat should people do with their money?Why do we have to pay for things?
What Are Goods and Services?Create a visual model (poster, infographic, presentation) describing how the good or service is produced using human, natural, and capital resources (e.g. tools and machines).
Goods
Resources
car
clothes
food
toys
Services
Resources
education
healthcare
Lawn care
Multiple
Regions TextbookRegionsUSA Embassy RegionsDucksters Regions4th grade US regionsIllinois Learning Standards for Social Science-4th gradeInquiry SkillsDeveloping Questions and Planning InquiriesConstructing Essential QuestionsSS.IS.1.3-5: Develop essential questions and explain the importance of the questions to self and others.Constructing Supporting QuestionsSS.IS.2.3-5: Create supporting questions to help answer essential questions in an inquiry.Determining Helpful SourcesSS.IS.3.3-5: Determine sources representing multiple points of view that will assist in answering essential questions.Evaluating Sources and Using Evidence Gathering and Evaluating Sources SS.IS.4.3-5.: Gather relevant information and distinguish among fact and opinion to determine credibility of multiple sources.Developing Claims and Using EvidenceSS.IS.5.3-5: Develop claims using evidence from multiple sources to answer essential questions.Communicating Conclusions and Taking Informed ActionCommunicating ConclusionsSS.IS.6.3-5: Construct and critique arguments and explanations using reasoning, examples, and details from multiple sources.Critiquing ConclusionsSS.IS.7.3-5: Identify a range of local problems and some ways in which people are trying to address these problems.Taking Informed ActionSS.IS.8.3-5: Use listening, consensus building, and voting procedures to decide on and take action in their classroom and school.Civics StandardsCivic and Political InstitutionsSS.CV.1.4: Distinguish the responsibilities and powers of government officials at the local, state, and national levels.SS.CV.2.4: Explain how a democracy relies on people’s responsible participation, and draw implications for how individuals should participate.Participation and Deliberation: Applying Civic Virtues and Democratic ProcessesSS.CV.3.4: Identify core civic virtues (such as honesty, mutual respect, cooperation, and attentiveness to multiple perspectives) and democratic principles (such as equality, freedom, liberty, and respect for individual rights) that guide our state and nation.Processes, Rules and LawsSS.CV.4.4: Explain how rules and laws change society and how people change rules and laws in Illinois.Geography StandardsGeographic Representations: Spatial Views of the WorldSS.G.1.4: Construct and interpret maps of Illinois and the United States using various media.Human-Environment Interaction: Place, Regions, and CultureSS.G.2.4: Analyze how the cultural and environmental characteristics of places in Illinois change over time.Human Population: Spatial Patterns and MovementsSS.G.3.4: Describe some of the current movements of goods, people, jobs, or information to, from, or within Illinois, and explain reasons for the movements.Economics and Financial Literacy StandardsEconomic Decision MakingSS.EC.1.4: Explain how profits reward and influence sellers.Exchange and MarketsSS.EC. 2.4: Describe how goods and services are produced using human, natural, and capital resources (e.g. tools and machines).Financial LiteracySS.EC.FL.3.4: Analyze how spending choices are influenced by price as well as many other factors (e.g. advertising, peer pressure, options).SS.EC.FL. 4.4: Explain that income can be saved, spent on good and services, or used to pay taxes.History StandardsPerspectivesSS.H.1.4: Explain connections among historical contexts and why individuals and groups differed in their perspectives during the same historical period.Historical Sources and EvidenceSS.H.2.4: Using artifacts and primary sources, investigate how individuals contributed to and the founding and development of Illinois.Causation and ArgumentationSS.H.3.4: Explain probable causes and effects of events and developments in Illinois history.
