SST-04.3
Standard 3:
Economic Concepts
Students understand economic concepts and the characteristics of various economic systems.
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Narrative for the Economic Concepts
Fourth grade students apply their growing academic skills and knowledge to an exploration of North Dakota and its relationships with regional, national, and world communities. Students are beginning to develop a more refined concept of time and can begin to deal with cause-and-effect relationships and decision-making processes, such as identifying problems and considering alternative solutions and their subsequent consequences. These skills and concepts must be related to students’ lives and should be presented in a wide variety of resources and hands-on-activities.
The Economics standard helps students study and compare the characteristics of North Dakota changing economy in the past and present.
Calculation Method for Standards
Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks. |
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SST-04.3.01
4th Grade SST Targeted Benchmarks Standard 3: Economics
SST-04.3.01 Describe the impact of education, training, and health care on personal income.
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Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
Score |
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Description |
Sample Activity
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4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
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3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
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2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
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1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
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0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
Websites
Vocabulary |
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SST-04.3.02
4th Grade SST Targeted Benchmarks Standard 3: Economics
SST-04.3.02 Identify ways that natural resources (e.g. soil, minerals, trees, fish, people, wind) contribute to the economy of the local community and North Dakota.
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Student Learning Targets:
Knowledge Targets
- I can identify ways that natural resources affect the economy of my community.
- I can identify ways that natural resources affect the economy of my state.
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
Score |
|
Description |
Sample Activity
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4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
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3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
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2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
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1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
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0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
Websites
Vocabulary |
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SST-04.3.03
4th Grade SST Targeted Benchmarks Standard 3: Economics
SST-04.3.03 Explain the impact of tourism on North Dakota’s economy (e.g. revenue for our state, jobs created, tourist sites--Fort Lincoln, Peace Gardens, Medora, Lake Sakakawea, Devils Lake).
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Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
Score |
|
Description |
Sample Activity
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4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
|
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
|
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
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1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
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0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
Websites
Vocabulary |
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SST-04.3.04
4th Grade SST Targeted Benchmarks Standard 3: Economics
SST-04.3.04 Identify important exports of North Dakota (e.g., crops, energy, livestock).
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Student Learning Targets:
Knowledge Targets
- I can identify important exports of North Dakota.
Proficiency Rubric
Score |
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Description |
Sample Activity
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4.0 |
In addition to a proficient score of 3.0, the student demonstrates in-depth understanding and application of knowledge regarding more complex material.
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- |
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3.5 |
In addition to a proficient score of 3.0, the student demonstrates in-depth understanding of knowledge on the content. |
3.0 |
The student identifies 7 exports correctly according to the United States Census Bureau state export rankings. (Look at website link below). No major errors or omissions. |
- |
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2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
2.0 |
The student identifies 5 exports correctly according to the United States Census Bureau state export rankings . (Look at website link below). However, the student exhibits major errors or omissions regarding the more complex ideas and processes. |
- |
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1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
1.0 |
The student identifies 1 export correctly according to the United States Census Bureau state export rankings. (Look at the website link below). |
- |
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0.5 |
The student is unable to identify an export. |
Resources
Websites
Discovery Education
Elementary Social Studies
Parents Helping Students
Helping Your Child With Social Studies
Social Studies Alive Resources
4th Grade Social Studies
US Census on Foreign Trade
Vocabulary
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SST-04.4
Standard 4:
Government and Citizenship
Students understand the development, functions, and forms of various political institutions and the role of the citizen in government and society.
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Narrative for the Government and Citizenship
Fourth grade students apply their growing academic skills and knowledge to an exploration of North Dakota and its relationships with regional, national, and world communities. Students are beginning to develop a more refined concept of time and can begin to deal with cause-and-effect relationships and decision-making processes, such as identifying problems and considering alternative solutions and their subsequent consequences. These skills and concepts must be related to students’ lives and should be presented in a wide variety of resources and hands-on-activities. In the fourth grade, students identify key people, places and events that have shaped their state and region. They learn to explain how changes have affected people and communities.
In learning about North Dakota goverment and politics, tudents describe the components and characteristics of North Dakota'sconstitutional form of government; explain the levels and three branches of Indiana’s government; understand citizenship rights and responsibilities; investigate civic and political issues and problems; use inquiry and communication skills to report findings in charts, graphs, written and verbal forms; and demonstrate responsible citizenship by exercising civic virtues and participation skills.
Calculation Method for Standards
Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks. |
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SST-04.4.01
4th Grade SST Targeted Benchmarks Standard 4: Political Systems
SST-04.4.01 Identify the roles, rights, and responsibilities of a citizen in North Dakota (e.g. obedience to laws, the right to vote).
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Student Learning Targets:
Knowledge Targets
- I can explain the roles of a North Dakota citizen.
- I can identify the rights of a North Dakota citizen.
- I can describe the responsibilities of a North Dakota citizen.
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
Score |
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Description |
Sample Activity
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4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
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3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
3.0 |
“The Standard.” The student is able to explain the roles, rights and responsibilites of being a citizen of North Dakota. |
- |
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2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
2.0 |
The student lists some of the roles and responsibilities of being a North Dakota Citizen. |
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1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
1.0 |
The student can explain what a role or responsibility is. |
- |
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0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
Resources
Websites
Discovery Education
Elementary Social Studies
Parents Helping Students
Helping Your Child With Social Studies
Social Studies Alive Resources
4th Grade Social Studies
Vocabulary
- role
- rights
- responsibility
- citizen
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SST-04.4.02
4th Grade SST Targeted Benchmarks Standard 4: Political Systems
SST-04.4.02 Identify the basic roles of the three branches of North Dakota government (i.e., Executive, Legislative, Judicial).
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Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
Score |
|
Description |
Sample Activity
|
4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
|
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
|
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
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1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
|
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
Websites
Vocabulary |
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SST-04.4.03
4th Grade SST Targeted Benchmarks Standard 4: Political Systems
SST-04.4.03 Identify the characteristics of a sovereign nation in terms of tribal government in North Dakota.
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Student Learning Targets:
Knowledge Targets
Reasoning Targets
Skills (Performance) Targets
Product Targets
Proficiency Scale
Score |
|
Description |
Sample Activity
|
4.0 |
In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. |
- |
|
3.5 |
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success. |
3.0 |
“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. |
- |
|
2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
2.0 |
The student demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content). |
- |
|
1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
1.0 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content). |
- |
|
0.5 |
With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content). |
0.0 |
Even with help, the student demonstrates no understanding or skill. |
- |
Resources
Websites
Vocabulary |
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SST-04.5
Standard 5:
Concepts of Geography
Students understand and apply concepts of geography.
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Narrative for the Concepts of Geography
Fourth grade students apply their growing academic skills and knowledge to an exploration of North Dakota and its relationships with regional, national, and world communities. These skills and concepts must be related to students’ lives and should be presented in a wide variety of resources and hands-on-activities.
In the geography standard students identify the components of Earth’s physical systems; describe the major physical and cultural characteristics of North Dakota; provide examples of how people have adapted to and modified their environment, past and present; identify regions of the United States.
Calculation Method for Standards
Standards are larger groups of related benchmarks. The Standard Grade is a calculation of all the related benchmarks. Click on the benchmark name below each Standard to access the learning targets and proficiency rubrics for each standard's related benchmarks. |
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SST-04.5.01
4th Grade (SST) Social Studies Targeted Benchmarks Standard 5: Geography
SST-04.5.01 Identify the physical features and relative locations of the major land forms (i.e., Rocky Mountains, Appalachian Mountains, Great Lakes, Gulf of Mexico, Mississippi River, Grand Canyon) of the regions of the United States.
Student Learning Targets:
Knowledge Targets
- I can describe features of these major landforms in the United States: Rocky Mountains, Appalachian Mountains, Great Lakes, Gulf of Mexico, Mississippi River, and the Grand Canyon.
- I can
Reasoning Targets
Skills (Performance) Targets
Product Targets
- I can design a map using these major landforms of the United States: Rocky Mountains, Appalachian Mountains, Great Lakes, Gulf of Mexico, Mississippi River, and the Grand Canyon
Proficiency Scale
The Student ...
(1) Beginning
- identifies and locates at least 1 of these major landforms: Rocky Mountains, Appalachian Mountains, Great Lakes, Gulf of Mexico, Mississippi River, and Grand Canyon.
(2) Developing
- identifies and locates at least 3 of these major landforms: Rocky Mountains, Appalachian Mountains, Great Lakes, Gulf of Mexico, Mississippi River, and Grand Canyon. However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
(3) Proficient
- identifies and locates all 6 of these major landforms: Rocky Mountains, Appalachian Mountains, Great Lakes, Gulf of Mexico, Mississippi River, and Grand Canyon. No major errors or omissions.
(4) Advanced
- in addition to a proficient score of 3.0, demonstrates in-depth understanding and application of knowledge regarding more complex material.
Resources
- river
- canyon
- plateau
- plains
- valley
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SST-04.5.02
4th Grade SST Targeted Benchmarks Standard 5: Geography
SST-04.5.02 Identify the political regions of the United States (e.g., Midwest, Northeast) and their relative locations.
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Student Learning Targets:
Knowledge Targets
- I can name regions of the United States.
- I can identify regions on a United States map.
Reasoning Targets
- I can explain what makes a region a region.
Skills (Performance) Targets
- I can investigate different regions of the United States.
- I can use internet or book resources to identify regions of the United States.
Product Targets
- I can make a map of the regions of the United States.
- I can create a visual representation of a region from the United States.
Proficiency Rubric
Score |
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Description |
Sample Activity
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4.0 |
In addition to a proficient score of 3.0, the student demonstrates in-depth understanding and application of knowledge regarding more complex material.
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- |
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3.5 |
In addition to a proficient score of 3.0, the student demonstrates in-depth understanding of knowledge on the content. |
3.0 |
The student identifies and locates all 5 of the political regions (Midwest, Northeast, Southwest, Southeast, and West) as stated in Social Studies Alive curriculum. No major errors or omissions. |
- |
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2.5 |
The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content). |
2.0 |
The student identifies and locates at least 3 of the political regions (Midwest, Northeast, Southwest, Southeast, and West) as stated in Social Studies Alive curriculum. However, the student exhibits major errors or omissions regarding the more complex ideas and processes. |
- |
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1.5 |
The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content). |
1.0 |
The student identifies and locates at least 1 of the political regions (Midwest, Northeast, Southwest, Southeast, and West) as stated in Social Studies Alive curriculum. |
- |
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0.5 |
The student is unable to identify any of the political regions. |
Resources
Websites
Discovery Education
Elementary Social Studies
Parents Helping Students
Helping Your Child With Social Studies
Social Studies Alive Resources
4th Grade Social Studies
Vocabulary
- Northeast
- West
- Midwest
- Southwest
- Southeast
- Region
- Political region
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