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
Prioritized Benchmarks

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SST-04.1

BPSS-SST logoStandard 1:

Skills and Resources

Students apply Social Studies skills and resources.

 Narrative for the Skills and Resources

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, which include: (1) collecting and examining primary documents and artifacts, (2) making models and maps, (3) talking with community resource persons, and (4) visiting historic sites and buildings. 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 identify major land forms, water features and resources, and explain how they have influenced state and regional development. They learn to describe the basic structure of state government and explain its purpose. Students have opportunities to actively explore and appreciate the diverse cultures which have contributed to Indiana’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-04.1.01

4th Grade SST Targeted Benchmarks
Standard 1: Skills and Resources

SST-04.1.01 Interpret and compare maps (e.g., political, physical, thematic) of North Dakota.

Student Learning Targets:

Knowledge Targets

  • can locate at least six major cities: Fargo, Bismarck, Grand Forks, Minot, Dickinson, And Williston  on ND a map (i.e., ND HIghway Map).
  • I can locate  major bodies of water in North Dakota. (i.e. Missouri River, Red River, Lake Sakakawea, Devils Lake)

Reasoning Targets

  • can compare/contrast resources found in the different geographical regions of North Dakota.
  • I can distinguish and explain why we have different types of maps.
  • I can sort resources based on their geographical regions. 

Skills (Performance) Targets

  • can use a physical, political, energy resource and agriculural product maps of North Dakota.

Product Targets

  • can create a map of North Dakota then identify the three main geographic features; Red River Valley, Drift Prairie, and Missouri Plateau.
  • I can create a map with political features. (i.e. the six major cities, I 94 & 29 Hwy 2, 83, 85.

Proficiency Rubric

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 is able to compare and contrast the various resources found in various regions in ND and/or the United States, using maps. -The student answers all questions correctly in Geography Challenge B in Chapter 2 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 interprets maps of ND and other regions. -Answers higher level questions in Geography Challenge B in Chapter 2 of Social Studies Alive.  However, the student exhibits major errors or omissions regarding the more complex ideas and processes.  
  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 answers questions about regional resources using a map. -The student compares and interprets the basic questions in Geography Challenge B in Chapter 2 of Social Studies Alive.  
  0.5 The student shows partial knowledge of the 1.0 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

  • interpret
  • compare
  • physical map
  • political map
  • geography
  • Red River Valley
  • Drift Prairie
  • Missouri Plateau
  • geographical regions

SST-04.1.03

4th Grade SST Targeted Benchmarks
Standard 1: Skills and Resources

SST-04.1.03 Create a mental map that demonstrates understanding of the relative location, direction, size and shape of the United States. (e.g. states, major cities, capitals, major landforms).

Student Learning Targets:

Knowledge Targets

  • can determine where North Dakota is on a physical map of North America 
  • I can name ND’s neighbors using cardinal directions( i.e. Canada, Minnesota, South Dakota, and Montana.). 

Reasoning Targets

  • can compare/contrast ND's size, shape and location to two other states. (eg ND to Rhode Island and Florida). 
  • I can evaluate the pros/cons of living in ND compared to a state in another region. 

Skills (Performance) Targets

  • can use resources to create an accurate model.

Product Targets

  • can draw an outline of ND from memory. 
  • I can make a model of the relative size, and shape of the United States using resources.

Proficiency Rubric

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 is able to locate and explain where states and regions (along with physical features) are located.  The student is also able to explain various features about the state of ND. -THe student can make a model of the state of ND and explain the physical fetures of the state.
  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 is able to locate where states and regions are located on a map, along with some physical features on a map of ND. -The student can locate a river on a ND map, but cannot name it without looking at a key.
  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 able to locate some states and regions with support. -The student can respond to questions such as "Show me a river on the ND map".
  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

  • Map
  • Key
  • Physical Features
  • State
  • Landforms
  • City
  • Region

 


SST-04.1.04

4th Grade SST Targeted Benchmarks
Standard 1: Skills and Resources

SST-04.1.04 Interpret current events using print and electronic media (e.g., newspaper, children’s news magazines, television, Internet).

Student Learning Targets:

Knowledge Targets

  • can identify problems/issues happening in our state or in the world effecting our state from multiple sources, both print and digital.

Reasoning Targets

  • can interpret daily news using a newspaper, television, or the internet.
  • I can interpret the meaning of the event and its relationship to me. 

Proficiency Rubric

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 is able to share current events from multiple sources, synthesizing the information and sharing in speaking or writing. -The student reports on current events from a variety of sources (newspaper, television, internet) and is able to show an understanding of the viewpoints presented through those sources.
  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 shares the information on current events from various sources. -The student reports on a current events from different sources, giving only the facts from thoses sources.
  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 able to report on one current event topic from one source. -The student is able to share a current event read in the newspaper.
  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

  • Current Event
  • Source

 


SST-04.2

BPSS-SST logoStandard 2:

Important Historical Events

Students understand important historical events.

 Narrative for the Important Historical Events

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.  Students trace the historical periods, places, people, events, and movements that have led to the development of North Dakota as a state.

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-04.2.06

4th Grade SST Targeted Benchmarks
Standard 2: History

SST-04.2.06 Describe the daily lives (e.g., roles, shelter, significance of buffalo) of the first inhabitants of North Dakota.

Student Learning Targets:

Reasoning Targets

  • can explain the roles of the first Native American Indians of North Dakota.
  • I can compare and contrast the three types of Native American homes: tipi, earthlodge, and wigwam.

Skills (Performance) Targets

  • can investigate the importance and uses of the buffalo to the first inhabitants of North Dakota.

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 describes the daily lives of the first inhabitants of North Dakota.  The student chooses one group of inhabitants to describe.  The student names three facts about the group.    There are no major omissions or errors.   -
  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 describes the daily lives of the first inhabitants of North Dakota.  The student chooses one group of inhabitants to describe.  The student lists two facts from this group.  However, the student exhibits major errors or omissions regarding the more complex ideas and processes.   -
  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 describes the daily lives of the first inhabitants of North Dakota.  The student chooses one group of inhabitants to describe.  The student lists one facts from this group.   -
  0.5 The student shows partial knowledge of the 1.0 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

  • tipi
  • earthlodge
  • wigwam
  • inhabitants

 


SST-04.2.07

4th Grade SST Targeted Benchmarks
Standard 2: History

SST-04.2.07 Explain the significance of fur trading in North Dakota (e.g., Hudson Bay, Charbonneau, American Fur Company, LaVerendry).

Student Learning Targets:

Knowledge Targets

  • can explain how bartering occured during the fur trade.

Reasoning Targets

  • can classify furs according to their value. 

Proficiency Rubric

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 is able to explain the purpose of bartering and why it was important in fur trading. -
  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 can explain what bartering is and which furs would have more value in fur trading. -
  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 can explain what bartering is. -
  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

  • barter
  • trade
  • fur
  • value

SST-04.2.08

4th Grade SST Targeted Benchmarks
Standard 2: History

SST-04.2.08 Explain the significance of the Lewis and Clark expeditions (e.g., Corps of Discovery, Sacagawea) in North Dakota history.

Student Learning Targets:

Reasoning Targets

  • can explain the significance of the Lewis and Clark Expedition in North Dakota History.

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 explains the significance of the Lewis and Clark expedition to North Dakota's history.  The student names three or more significant facts from the checklist.  There are no major omissions or errors.   -
  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 explains the significance of the Lewis and Clark expedition to North Dakota's history.  The student names two significant facts from the checklist.  However, the student exhibits major errors or omissions regarding the more complex ideas and processes.   -
  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 explains the significance of the Lewis and Clark expedition to North Dakota's history.  Students can name one significant fact from the checklist.   -
  0.5 The student shows partial knowledge of the 1.0 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

  • Lewis and Clark
  • expedition
  • Sacagawea

 


SST-04.2.09

4th Grade SST Targeted Benchmarks
Standard 2: History

SST-04.2.09 Explain reasons for settlement in North Dakota (e.g. railroads, Bonanza farms, Homestead Act).

Student Learning Targets:

Product Targets

  • can become an immigrant, a Bonanza farmer, a railroad worker, or a homesteader and write a diary entry including the setting, time period, location, and daily life experience.

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 explains the reasons for settlement in North Dakota.  The student lists at least four reasons for settlement.  No major errors or omissions. -Possible product:  The student creates a brochure persuading people to come into North Dakota while listing reasons for settlement.  
  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 explains the reasons for settlement in North Dakota.  The student lists at least two reasons for settlement.  However, the student exhibits major errors or omissions regarding the more complex ideas and processes.   -
  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 The student shows partial knowledge of the 1.0 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

  • immigrant
  • Bonanza farmer
  • homesteader
  • settlement

SST-04.3

BPSS-SST logoStandard 3:

Economic Concepts

Students understand economic concepts and the characteristics of various economic systems.

 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.


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).

Student Learning Targets:

Knowledge Targets

  • can identify important exports of North Dakota. 

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 identifies 7 exports correctly according to the United States Census Bureau state export rankings.  (Look at website link below).  No major errors or omissions.   -
  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.   -
  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).   -
  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

  • export
  • trade

SST-04.4

BPSS-SST logoStandard 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.

 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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