4th Grade Social Studies (Archived)


BPSS-SST Logo

Book Module Icon BPS District Social Studies Standards Book

SST-04 "I can ... statements"

Prioritized Benchmarks

Kindergarten Social Studies
1st Grade Social Studies
2nd Grade Social Studies
3rd Grade Social Studies
4th Grade Social Studies
5th Grade Social Studies
6th Grade Social Studies
7th Grade Social Studies
8th Grade Social Studies
High School Social Studies
Standard 6: Human Development

SST-04.6

BPSS-SST logoStandard 6:

Human Development and Behavior

Students understand the importance of culture, individual identity, and group identity.

 Narrative for the Human Development and Behavior

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.

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.  Students have opportunities to actively explore and appreciate the diverse cultures which have contributed to North Dakota's heritage. Students also learn to develop proficiency in working cooperatively in groups to: (1) collect data from a variety of resources, including electronic and print media; (2) draw simple conclusions; and (3) organize data using a variety of texts (written, graphs, charts, maps, time lines, etc). 

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.


SST-04.6.01

4th Grade SST Targeted Benchmarks
Standard 6: Human Development

SST-04.6.01 Explain how background and history influence people’s actions (e.g., farming methods, hunting methods, economic decisions).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

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


SST-04.6.02

4th Grade SST Targeted Benchmarks
Standard 6: Human Development

SST-04.6.02 Explain the contributions of various ethnic groups (e.g., Native Americans, immigrants) to the history of North Dakota (e.g., food, traditions, languages, celebrations).

Student Learning Targets:

Knowledge Targets

  • I can recognize the different ethnic groups that immigrated to North Dakota and their contributions to North Dakota history. 

Reasoning Targets

  • can compare and contrast the contributions of Native Americans  and immigrants to the history of North Dakota.
  • I can classify North Dakota American Indian tribes according to how they got their food, the homes they lived in, and the geography of the region where they lived. 

Skills (Performance) Targets

  • can explore the ways that different cultures contributed to North Dakota history. 

Product Targets

  • can write a personal narrative that describes my family's cultural heritage. 

Proficiency Rubric

Score   Description Sample Activity
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.

-
  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 lists 2 contributions from each group of cutures and how those contributions helped shape ND culture. -The student list 2 contributions from each group after "Creating a Class COllage Activity" from Chapter 3 of Social Studies Alive
  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 1 contribution from each group. -The student lists 1 contribution from each group after the :creating a CLass Collage" activity from Chapter 3 of Social Studies Alive
  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 is to list 1 contribution made by another culture -The student lists 1 contribution from "Creating a Class Collage" activity from Chapter 3 of Social Studies Alive
  0.5 The student has limited knowledge of the 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

  • immigrants
  • Native Americans
  • tribe
  • ethnic groups
  • heritage
  • culture
  • tradition