Fourth Grade Social Studies A
Course Description:
The fourth grade social studies curriculum introduces students to geographic, economic, governmental concepts through the lens of the United States. They study the physical geography of the United States as well as the cultural characteristics of regions of the country. Students analyze human systems in the United States by exploring the interaction between the people and their natural environments, the movement of people, products, and ideas, and the distinguishing features of various regions within the country. By focusing on the characteristics of the U.S. economy, students learn fundamental economic concepts and apply these to their own lives. They study economic ties between the United States and other places, and discover how their country is an interdependent part of the global economy. Students are introduced to the purposes, structure, and function of our federal government. They also examine the relationship between the rights and responsibilities of citizens in a democratic republic. Students examine current issues facing the United States and practice making and expressing informed decisions as citizens.
Course Details:
| Course Title (District): | Fourth Grade Social Studies A | ||||||||||
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| Course Title (NCES SCED) : | Social Studies (grade 4) | ||||||||||
| Course Provider : | Novi Community School District | ||||||||||
| Content Provided By : | Novi Community School District | ||||||||||
| Online Instructor Provided By : | Novi Community School District | ||||||||||
| Standards Addressed : | |||||||||||
| Academic Terms : | Semester | ||||||||||
| NCES SCED Code : 04434 |
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How To Enroll:
| Email : | [email protected] |
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| Phone : | 248-675-3159 |
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: 248-675-3159
- 4 – G1.0.2 Identify and describe the characteristics and purposes of a variety of technological geographic tools.Show details
- 4 – G1.0.3 Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States.
- 4 – G1.0.4 Use maps to describe elevation, climate, and patterns of population density in the United States.
- 4 – G1.0.5 Use hemispheres, continents, oceans, and major lines of latitude to describe the relative location of the United States on a world map.
- 4 – G2.0.2 Locate and describe human and physical characteristics of major U.S. regions and compare them to the Great Lakes region.
- 4 – G4.0.2 Describe the impact of immigration to the United States on the cultural development of different places or regions of the United States.Show details
- 4 – G4.0.3 Describe some of the movements of resources, goods, people, and information to, from, or within the United States, and explain the reasons for the movements.Show details
- 4 – C1.0.2 Describe the purposes of government as identified in the Preamble of the Constitution.
- 4 – C2.0.2 Describe how rights guaranteed by the Constitution, including the Bill of Rights, and Democratic Values are involved in everyday situations.Show details
- 4 – C3.0.1 Give examples of ways the Constitution limits the powers of the federal government.Show details
- 4 – C3.0.2 Give examples of powers exercised by the federal government, tribal governments and state governments.Show details
- 4 – C3.0.3 Describe the organizational structure of the federal government in the United States (legislative, executive, and judicial branches).
- 4 – C3.0.4 Describe how the powers of the federal government are separated among the branches.
- 4 – C3.0.5 Give examples of how the system of checks and balances limits the power of the federal government.Show details
- 4 – C3.0.6 Describe how the President, members of the Congress, Supreme Court Justices are elected or appointed.Show details
- 4 – C3.0.7 Explain how the federal government uses taxes and spending to serve the purposes of government.
- 4 – C5.0.1 Explain the responsibilities of members of American society.Show details
- 4 – C5.0.2 Explain rights of citizenship, why rights have limits, and the relationships between rights and responsibilities.
- 4 – C5.0.3 Describe ways in which people can work together to promote the values and principles of American democracy.
- 4 – E1.01 Identify a good or service produced in the United States and apply the three economic questions all economies must address.Show details
- 4 – E1.0.2 Describe characteristics of a market economy.Show details
- 4 – E1.0.3 Describe how positive and negative incentives influence behavior in a market economy.Show details
- 4 – E1.0.4 Explain how price affects decisions about purchasing goods and services.Show details
- 4 – E1.0.5 Explain how specialization and division of labor increase productivity.Show details
- 4 – E1.0.6 Explain how competition among buyers results in higher prices, and competition among sellers results in lower prices.Show details
- 4 – E1.0.7 Describe the role of money in the exchange of goods and services.Show details
- 4 – E1.0.8 List goods and services governments provide in a market economy and explain how these goods and services are funded.Show details
- 4 – H3.0.1 Use historical inquiry questions to investigate the development of Michigan’s major economic activities from statehood to present.Show details
- 4 – H3.0.2 Use primary and secondary sources to explain how migration and immigration affected and continue to affect the growth of Michigan.
- 4 – H3.0.3 Use case studies or stories to describe the ideas and actions of individuals involved in the Underground Railroad in Michigan and in the Great Lakes region.
- 4 – H3.0.4 Describe how the relationship between the location of natural resources and the location of industries (after 1837) affected and continue to affect the location and growth of Michigan cities.
- 4 – H3.0.5 Use visual data and informational text or primary accounts to compare a major Michigan economic activity today with that same activity or a related activity in the past.
- 4 – H3.0.6 Use a variety of primary and secondary sources to construct a historical narrative about the beginnings of the automobile industry and the labor movement in Michigan.Show details
- 4 – H3.0.7 Describe past and current threats to Michigan’s natural resources and describe how state government, tribal and local governments, schools, organizations, and individuals worked in the past and continue to work today to protect its natural resources.Show details
- 4 – P3.1.1 Identify public issues in the United States that influence the daily lives of its citizens.
- 4 – P3.1.2 Use graphic data and other sources to analyze information about a public issue in the United States and evaluate alternative resolutions.
- 4 – P3.1.3 Give examples of how conflicts over Democratic Values lead people to differ on resolutions to a public policy issue in the United States.Show details
- 4 – P4.2.2 Participate in projects to help or inform others.
- Foundations in Social Studies
- The United States in Spatial Terms
- Human Geography in the United States
- A device with camera and microphone enabled
- Headphones/Earbuds
- Access to Google Chrome
- Access to web based learning management platform
Individually and collaboratively, students will engage in planned inquiries to investigate ways in which people have interacted with the environment of Michigan now and in thepast, and consequences of those interactions.
G1 The World in Spatial Terms
Use geographic representations to acquire, process, and report information from a spatial perspective.
4 – G1.0.1 Identify questions geographers ask in examining the United States.Show details
G2 Places and Regions
Understand how regions are created from common physical and human characteristics.
4 – G2.0.1 Describe ways in which the United States can be divided into different regions.Show details
G4 Human Systems
Understand how human activities help shape the Earth’s surface.
4 – G4.0.1 Use a case study or story about migration within or to the United States to identify push and pull factors (why they left, why they came) that influenced the migration.
G5 Environment and Society
Understand the effects of human-environment interactions.
4 – G5.0.1 Assess the positive and negative consequences of human activities on the physical environment of the United States and identify the causes of those activities.
CIVICS AND GOVERNMENT
Individually and collaboratively, students will engage in planned inquiries to investigate the structure and functions of Michigan’s government, and rights and responsibilities of citizenship.
C1 Purposes of Government
Explain why people create governments.
4 – C1.0.1 Identify questions political scientists ask in examining the United States.Show details
C2 Democratic Values and Constitutional Principles of American Government
4 – C2.0.1 Explain how the principles of popular sovereignty, rule of law, checks and balances, separation of powers, and individual rights serve to limit the powers of the federal government as reflected in the Constitution and Bill of Rights.Show details
C3 Structure and Functions of Government
Describe the structure of government in the United States and how it functions.
C5 Civic Participation
Explain important rights and how, when, and where members of American society demonstrate their responsibilities by actively participating in civic life
ECONOMICS
Individually and collaboratively, students will engage in planned inquiries to investigate the economy of Michigan.
E1 Market Economy
Use fundamental principles and concepts of economics to understand economic activity in a market economy.
E2 National Economy
Use fundamental principles and concepts of economics to understand economic activity in the United States.
4 – E2.0.1 Explain how changes in the United States economy impact levels of employment and unemployment.Show details
E3 International Economy
Use fundamental principles and concepts of economics to understand economic activity in the global economy.
4 – E3.0.1 Identify advantages and disadvantages of global competition.
PUBLIC DISCOURSE, DECISION MAKING, AND CIVIC PARTICIPATION (P3, P4)
Individually and collaboratively, students will engage in planned inquiries to investigate post-statehood Michigan history.
H3 The History of Michigan (Beyond Statehood)
Use historical thinking to understand the past.
P3.1 Identifying and Analyzing Public Issues
Clearly state a problem as a public policy issue, analyze various perspectives, and generate and evaluate possible alternative resolutions.
P3.3 Persuasive Communication About a Public Issue
Communicate a reasoned position on a public issue.
4 – P3.3.1 Compose a brief essay expressing a position on a public policy issue in the United States and justify the position with a reasoned argument.
P4.2 Civic Participation
Act constructively to further the public good.
4 – P4.2.1 Develop and implement an action plan and know how, when, and where to address or inform others about a public issue.
NSQ National Standards for Quality Online Courses
| Rating | Comments | |
|---|---|---|
| A1. A course overview and syllabus are included in the online course | Fully Met | |
| A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.* | Fully Met | |
| A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders. | Fully Met | |
| A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. | Fully Met | |
| A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.* | Fully Met | |
| A6. Grading policies and practices are clearly defined in accordance with course content learning expectations. | Fully Met | |
| A7. The online course provides a clear description or link to the technical support offered and how to obtain it.* | Fully Met | |
| A8. Learners are offered an orientation prior to the start of the online course. | Fully Met |
| Rating | Comments | |
|---|---|---|
| B1. The online course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course.* | Fully Met | |
| B2. The online course expectations are consistent with course-level objectives or competencies, are representative of the structure of the course, and are clearly stated. | Fully Met | |
| B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.* | Fully Met | |
| B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.* | Fully Met | |
| B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.* | Fully Met | |
| B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.* | Fully Met | |
| B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current. | Fully Met | |
| B8. The online course is free of adult content and avoids unnecessary advertisements.* | Fully Met | |
| B9. Copyright and licensing status for any third-party content is appropriately cited and easily found. | Fully Met | |
| B10. Documentation and other support materials are available to support effective online course facilitation.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring. | Fully Met | |
| C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies. | Fully Met | |
| C3. The online course is organized by units and lessons that fall into a logical sequence. | Fully Met | |
| C4. The online course content is appropriate to the reading level of the intended learners.* | Fully Met | |
| C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course. | Fully Met | |
| C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. | Fully Met | |
| C7. The online course provides regular opportunities for learner-learner interaction. | Fully Met | |
| C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.* | Fully Met | |
| C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies. | Fully Met | |
| D2. Valid course assessments measure learner progress toward mastery of content. | Fully Met | |
| D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.* | Fully Met | |
| D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.* | Fully Met | |
| D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.* | Fully Met | |
| E2. The online course design facilitates readability.* | Fully Met | |
| E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.* | Fully Met | |
| E4. Course multimedia facilitate ease of use.* | Fully Met | |
| E5. Vendor accessibility statements are provided for all technologies required in the course.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data. | Fully Met | |
| F2. The online course tools support the learning objectives or competencies.* | Fully Met | |
| F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.* | Fully Met | |
| F4. The course allows instructors to control the release of content.* | Fully Met | |
| F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| G1. The online course uses multiple methods and sources of input for assessing course effectiveness. | Fully Met | |
| G2. The online course is reviewed to ensure that the course is current. | Fully Met | |
| G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. | Fully Met |
Review Conducted By: Novi Community School District
Date of Review:
05/26/2022
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Students will need the following: