1 Ganado Unified School District Social Studies-4 th Grade PACING Guide SY 2016-2017 Timeline & Resources AZ College and Career Readiness Standard Essential Question (HESS Matrix) Learning Goal Vocabulary Content/Academic 1 ST QUARTER August 2016 to October 2016 Unit 1: Arizona’s Geography and People will be covered UNIT 1: Arizona’s Geography and People Social Studies Text- book Social Studies Teacher Edition Focus Skills Transparen cy Home Introduce the Unit Lesson 1 Geography Describe characteristics of human and physical features: a. Physical-(i.e., river, lake, mountain, range, coast, sea, desert, gulf, bay, strait, plain, valley, volcanoes, isthmus, canyon, plateau, mesa, oasis, dunes) b. B. human – (i.e., equator, four hemispheres, city, state, country, harbor, dams, territory, count) SS04-S4C1-05 Describe how the Southwest has distinct physical and cultural characteristics. SS04-S4C2-01 World History: Introduce the Unit Lesson 1 Where is Arizona located? Introduce the Unit Lesson 1 -I will identify Arizona as part of the southwestern United States. -I will understand equator, prime meridian, and relative location. -I will understand latitude and longitude. Introduce the Unit Lesson 1 Continent Hemisphere Equator Prime meridian Relative location Erosion Absolute location Lines of latitude Lines of longitude
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Ganado Unified School District Social Studies-4th Grade
PACING Guide SY 2016-2017 Timeline & Resources
AZ College and Career Readiness
Standard
Essential Question
(HESS Matrix)
Learning Goal Vocabulary
Content/Academic
1ST QUARTER August 2016 to October 2016
Unit 1: Arizona’s Geography and People
will be covered
UNIT 1: Arizona’s Geography and People
Social Studies Text- book
Social Studies Teacher Edition
Focus Skills Transparency Home
Introduce the Unit Lesson 1 Geography Describe characteristics of human and physical features:
a. Physical-(i.e., river, lake, mountain, range, coast, sea, desert, gulf, bay, strait, plain, valley, volcanoes, isthmus, canyon, plateau, mesa, oasis, dunes)
b. B. human – (i.e., equator, four hemispheres, city, state, country, harbor, dams, territory, count)
SS04-S4C1-05 Describe how the Southwest has distinct physical and cultural characteristics. SS04-S4C2-01 World History:
Introduce the Unit Lesson 1 Where is Arizona located?
Introduce the Unit Lesson 1
-I will identify Arizona as part of the southwestern United States. -I will understand equator, prime meridian, and relative location. -I will understand latitude and longitude.
Introduce the Unit Lesson 1
Continent Hemisphere Equator Prime meridian Relative location Erosion Absolute location Lines of latitude Lines of longitude
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Work and practice Book
Vocabulary transparency
Time- Links
Use the following to interpret historical data:
c. graphs, tables, charts, and maps. SS04-S2C1-01 Interpret political and physical maps using the following map elements. g. grid SS04-S4C1-02 Lesson 2 Use the following to interpret historical data: b. graphs, tables, charts, and maps. SS04-S2C1-01 Describe characteristics of human and physical features:
a. physical-(i.e., river, lake, mountain, range, coast, sea, desert, gulf, bay, strait, plain, valley, volcanoes, isthmus, canyon, plateau, mesa, oasis, dunes)
b. b. human-(i.e., equator, four hemispheres, city, state, country, harbor, dams, territory, county)
SS04-S4C1-05 Locate physical and human features in Arizona using maps, illustrations, or images.
a. physical SS04-S4C1-07 Locate the landform regions of Arizona on a map. SS04-S4C2-03 Compare the landform regions of Arizona according to their physical features, plants, and animals. SS04-S4C2-04
Lesson 2 What is Arizona’s physical environment like, and what are its resources?
Lesson 2 -I will describe Arizona’s landform regions. -I will name Arizona’s major renewable and nonrenewable resources.
Lesson 2 Landform region Physical feature Mesa Climate Precipitation Vegetation Natural resource Renewable resource Nonrenewable resource Land use and products map.
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Describe how regions and places have distinct characteristics. SS04-S4C2-05 Describe human dependence on the physical environment and natural resources to satisfy basic needs. SS04-S4C5-01 Describe the impact of human modifications on the physical environment and ecosystems. SS04-S4C5-03 Describe the impact of geographic features. SS04-S4C6-01 Use the following to interpret historical data.
b. graphs, tables, charts, and maps. SS04-S2C1-01 Use different types of maps to solve problems SS04-S4C1-01 Interpret political and physical maps using the following map elements.
c. symbols d. legend
SS04-S4C1-02 Describe the major economic activities and land use patterns of regions studied. SS04-S4C6-03 Use geography concepts and skills to find solutions for local, state or national problems. Lesson 3 Describe the economic development of Arizona:
a. mining b. farming and dams
SS04-S1C7-01
Lesson 3 What cities and groups of people are in Arizona?
Lesson 3 -I will learn about Arizona’s major cities. -I will understand how people came to live in Arizona. -I will use the following to interpret historical data: time lines, B.D.E. and B.C., C.E., and A.D.
Lesson 3 Modify Irrigation Resort Immigrant Ethnic group Custom Decade Century Millennium Reservoir Tourism
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Describe the advent of innovations in transportation that helped Arizona’s growth and economy. SS04-S1C7-02 Describe the varied backgrounds of people living in Arizona.
a. shared principles, goals, customs and traditions.
b. Diversity in one’s school and community
c. Benefits and challenges of a diverse population.
SS04-S3C1-04 Describe the factors that have contributed to the settlement, economic, development, and growth of major Arizona cities. SS04-S4C4-01 Describe how Mexico and Arizona are connected by the movement of People, goods, and ideas. SS04-S4C4-02 Describe the cultural characteristics of Arizona’s diverse population. SS04-S4C5-03 Describe the impact of human modifications on the physical environment and ecosystems. SS04-S4C5-03 Use the following to interpret historical data:
a. timelines-B.C.E., and .B.C.; C.E., and A.D.
SS04-S1C1-01 Use the following to interpret historical data.
a. timelines-B.C.E. and B.C.; C.E. and A.D.
Lesson 4 How did geography and climate affect the lives of early people?
Lesson 4 -I will describe how people came to Arizona. -I will understand the groups of early people who made their homes in Arizona. -I can describe the impact of Native Americans on the culture of Arizona.
SS04-S2C1-01 Describe how archaeological research adds to our understanding of the past. SS04-S2C1-04 Describe the impact of extreme natural events of human and physical environments. SS04-S4C5-02 Lesson 4 Describe how archaeological research adds to our understanding of the past. SS04-S1C1-04 Describe the legacy and cultures of prehistoric people in the Americas:
a. characteristics of hunter-gatherer societies
b. Development of agriculture SS04-S1C2-01 Describe the cultures and contributions of the Mogollon, Ancestral Puebloans, and Hohokam. SS04-S1C2-02 Identify other groups residing in the Southwest during this period. SS04-S1C2-03 Describe now archaeological research adds to our understanding of the past. SS04-S2C1-04 Describe the impact of extreme natural events on human and physical environments. SS04-S4C5-02 Describe the impact of human modifications on the physical environment and ecosystems. SS04-S4C5-03 Lesson 5
Lesson 5 What civilizations existed in the Americas before European explorers arrived?
-I can describe how regions and places have distinct characteristics such as Canyon de Chelly. Lesson 5 -I will describe the reasons Europeans first came to the Americas. -I will understand the early civilizations of the Americas. -I can understand the impact of Spanish exploration on indigenous peoples. -I can understand and use primary and secondary sources for historical information.
Identify the early civilizations that developed into empires in Central and South America. SS04-S1C2-04 Recognize the achievements and features of the Mayan, Aztec, and Incan/Inkan civilizations. SS04-S1C2-05 Discuss life in Europe as it existed at the time of the Aztec and Incan/Inkan empires in the Americas:
a. life in castles b. knights traveling to new places
during the Crusades. c. Desire for new routes to the Indies
SS04-S2C3-01 Describe the impact of European explorers’ encounters with the Aztec and Inca/Inka. SS04-S2C5-02 Describe elements of culture in areas studied. SS04-S4C4-06 Use the following to interpret historical data;
b. graphs, tables, charts, and maps SS04-S1C1-01 Describe the difference between primary and secondary sources. SS04-S1C1-02 Locate information using both primary and secondary sources. SS04-S1C1-03 Describe the difference between primary and secondary sources. SS04-S2C1-02 Locate information using both primary and secondary sources.
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SS04-S2C1-03
Ganado Unified School District Social Studies-4th Grade
PACING Guide SY 2016-2017 Timeline & Resources
AZ College and Career Readiness
Standard
Essential Question
(HESS Matrix)
Learning Goal Vocabulary
(Content/Academ
ic)
2ND QUARTER October 2016 to December 2016
Unit 2: Settlement and Change To be covered in Second Quarter
Unit 2: Settlement and Change
Social Studies Text- book
Social Studies Teacher Edition
Introduce the Unit Describe the impact of Spanish colonization on the Southwest. SS04-S1C3-02 Describe the location and cultural characteristics of Native American tribes during the Spanish period. SS04-S1C3-02 Lesson 1 Describe the reasons for early Spanish exploration of Mexico and the
Introduce the Unit Lesson 1
Introduce the Unit -I can understand cause and effect. -I can apply knowledge of cause and effect to social studies. -I can describe the reasons for early exploration of Mexico and the southwestern United States by Francisco Vasques de Coronado. -I can describe the reasons for Spanish explorations of the Americas.
Lesson 1
-I can describe the reasons the Spanish explored lands north of New Spain.
Introduce the Unit Lesson 1
Conquistador
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Focus Skills Transparency
Home Work and practice Book
Vocabulary transparency
Time- Links
Southwestern region of the United States by:
a. Cabeza de Vaca b. Estevan c. Fray Marcos de Niza d. Francisco Vasques de Coronado
SS04-S1C3-01 Describe the impact of Spanish colonization on the Southwest:
lifestyle changes of native people SS04-S1C3-02 Describe the reasons for Spanish and Portuguese explorations of the Americas. SS04-S2C5-01 Discuss how profit is an incentive to entrepreneurs. SS04-S5C2-04 Describe risks that are taken by entrepreneurs. SS04-S5C2-05 Use the following to interpret historical data:
graphs, tables, charts, and maps SS04-S2C1-01 Use different types of maps to solve problems. SS04-S4C1-01 Interpret political and physical maps using the following map elements:
a. title b. compass rose c. symbols d. legend
SS04-S4C1-02 Locate physical and human features using maps, illustrations, images, or globes.
a. Physical
Why did the Spanish explore lands north of New Spain?
-I can discuss how profit is an incentive to entrepreneurs. -I can interpret and apply information presented on an elevation map. -I can locate physical features of Arizona on a map. -I can analyze tools and personal items similar to those carried by the Spanish who explored the Southwest.
Colony Borderlands Entrepreneur Profit Elevation
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SS04-S4C1-06 Locate physical and human features in Arizona using maps, illustrations or images:
a. Physical SS04-S4C1-07 Locate information using both primary and secondary sources. SS04-S1C1-02 Describe how archaeological research adds to our understanding of the past. SS04-S1C1-04 Locate information using both primary and secondary sources. SS04-S2C1-03 Lesson 2 Describe the impact of Spanish colonization on the Southwest:
a. establishment of missions and presidios
b. lifestyle changes of native people c. contributions of Father Kino
SS04-S1C3-02 Describe the location and cultural characteristics of Native American tribes during the Spanish period. SS04-S1C3-03 Lesson 3 Identify the rights and freedoms supported
Lesson 2 How did the Spanish affect Native American life? Lesson 3
Lesson 2 -I can describe the characteristics of Native American tribes at the time of colonization. -I can describe the impact of Spanish settlement on Native Americans of the Southwest. -I can explain the impact of Spanish colonization on the Southwest, and the contributions of Eusebio Kino. -I can understand the steps taken to solve a problem. -I can apply these steps to a real-life situation. -I can describe the impact of Spanish colonization on the Southwest, such as establishment of missions, and the contributions of Father Kino. -I can describe how regions, such as the Southwest, have distinct cultural characteristics. Lesson 3
Lesson 2 Mission Missionary Slavery Presidio
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by the following documents: a. preamble of the U.S. Constitution b. Bills of Rights c. Statement of Natural Rights as
found in the Declaration of Independence
SS04-S3C1-02 Lesson 4 Recognize the change of governance of the Southwest from Spain to Mexico as a result of the Mexican Revolution. SS04-S1C5-01 Describe the influence of American explorers and trappers on the development of the Southwest. SS04-S1C5-02 Describe events that led to Arizona becoming a possession of the United States:
a. Mexican-American War b. Mexican Cession c. Gadsden Purchase
SS04-S1C5-03 Describe the conflict of cultures that occurred between newcomers and Arizona Native Americans:
a. Indian Wells b. Formation of reservations
SS04-S1C5-05 Recognize the formation of the Native American communities and reservations in Arizona. SS04-S1C7-05 Locate information using both primary and secondary sources. SS04-S1C1-03 Describe events that led to Arizona
What rights and freedoms are important to Americans? Lesson 4 Why did Americans start moving West?
-I can identify the rights and freedoms import to all Americans. -I can understand the events that caused the 12 colonies to declare Independence from Britain. -I can identify the rights and freedoms supported by the Constitution, Declaration of Independence and the Bill of Rights. -I can explain the role of government in protecting these rights and freedoms.
Lesson 4
-I can understand changes in the Southwest during the transition from Spanish to United States rule. -I can describe the details and impact of the settlement of the Southwest. -I can interpret information presented in a historical map. -I can use historical maps to answer historical questions. -I can use primary and secondary sources to locate important information. -I can understand historical perspectives on the events of the Mexican-American war.
becoming a possession of the United States. A. Mexican-American War SS04-S1C5-03 Locate information using both primary and secondary sources. SS04-S2C1-03 Use the following to interpret historical data:
a. Timeline-B.C.E., and B.C.; C.E., and A.D.
b. graphs, tables, charts and maps SS04-S1C1-01 Describe the reasons for early Spanish exploration of Mexico and the Southwestern region of the United States by:
c. Francisco Vasques de Coronado SS04-S1C3-01 Describe the connections between current and historical events and issues from content studied in Strand 1 using information from class discussions and various resources. SS04-S1C10-02 Use the following to interpret historical data:
a. Timelines-B.D.E., and B.C.; C.E., and A.D.
SS04-S2C1-01 Describe the reasons for Spanish and Portuguese explorations of the Americas. SS04-S2C5-01 Use different types of maps to solve problems. SS04-S4C1-01 Interpret political and physical maps using the following map elements:
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d. scale SS04-S4C1-02
Ganado Unified School District Social Studies-4th Grade PACING Guide SY 2016-2017
Timeline & Resources
AZ College and Career Readiness
Standard
Essential Question
(HESS Matrix)
Learning Goal Vocabulary
Content/Academic
3RD QUARTER January 2017 to March 2017
Unit 3: Arizona Statehood To be covered in Third Quarter
Unit 3: Arizona Statehood
Social Studies Text- book
Social Studies Teacher Edition
Focus Skills
Introduce the Unit Describe the impact of Native Americans, Hispanics, and newcomers from the United States, and the world on the culture of Arizona. SS04-S1C5-04 Describe the economic development of Arizona:
a. mining SS04-S1C7-01 Describe the advent of innovations in transportation that helped Arizona’s growth and economy. SS04-S1C7-02 Describe how the building of transportation routes resulted in human settlement and economic development in Arizona.
Introduce the Unit
Introduce the Unit -I can summarize historical events. -I can describe the conflict of cultures that occurred between newcomers and Native Americans that resulted in the Navajo Long Walk, among other incidents.
Introduce the Unit
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Transparency
Home Work and practice Book
Vocabulary transparency
Time- Links
SS04-S4C4-03 Describe the conflict of cultures that occurred between newcomers and Arizona Native Americans.
b. Navajo Long Walk SS04-S1C5-05 Lesson 1 Describe the influence of American explorers and trappers on the development of the Southwest. SS04-S1C5-02 Describe the conflict of cultures that occurred between newcomers and Arizona Native Americans: b.Navajo Long Walk
c. Formation of reservations SS04-S1C5-05 Describe events in Arizona during the Civil War:
a. Battle of Picacho Peak b. Battle of Apache Pass c. Arizona becomes a territory
SS04-S1C6-01 Describe the economic development of Arizona:
a. mining SS04-S1C7-01 Describe the advent of innovations in transportation that helped Arizona’s growth and economy. SS04-S1C7-02 Recognize the formation of Native American communities and reservations in Arizona. SS04-S1C7-05 Describe Arizona’s transition from territory to statehood:
Lesson 1 What important events happened in Arizona during and after the Civil War?
Lesson 1 -I can discuss events in Arizona during the Civil War. -I can describe the conflict of cultures that occurred between newcomers and Native Americans in Arizona. -I can understand and tell the difference between facts and opinions. -I can describe events in Arizona during the Civil War.
Lesson 1 Secede Civil war Territory Economy Fact Opinion
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a. location of capital SS04-S3C1-03 Lesson 2 Describe the conflict of cultures that occurred between newcomers and Arizona Native American:
a. Indian Wars b. Formation of reservations
SS04-S1C5-05 Describe the economic development of Arizona:
a. mining b. ranching c. farming and dams
SS04-S1C7-01 Identify key individuals and groups related to Arizona territorial days and early statehood. SS04-S1C7-03 Recognize that Arizona changed from a territory to a state on February 14, 1912. SS04-S1C7-04 Describe state and national symbols and monuments that represent American democracy and values:
b. Arizona symbols SS04-S3C1-01 Describe Arizona’s transition from territory to statehood:
a. locations of capital b. founding people c. Arizona’s constitution
SS04-S3C1-03
Lesson 3
Lesson 2 How did Arizona become a state?
Lesson 2 -I can discuss how industries developed in Arizona. -I can describe how Arizona became a state. -I can understand how Estevan Ochoa demonstrated responsibility in improving his community. -I can describe the origination of Arizona’s constitution and its three branches of government. -I can compare Arizona’s constitution with the United States Constitution.
Lesson 2 Industry Prospector Regiment Convention
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Lesson 4 Describe changes that took place in Arizona during the postwar era. SS04-S1C9-01 Describe the influence of key individuals in Arizona. SS04-S1C10-03 Discuss the contributions of diverse populations to Arizona. SS04-S1C10-04 Describe the varied backgrounds of people living in Arizona:
c. diversity in one’s school and community
d. benefits and challenges of a diverse population.
SS04-S3C1-04 Describe how the building of transportation routes resulted in human settlement and economic development in Arizona. SS04-S4C4-03
Lesson 3
What caused the Great
Depression, and why did
the economy improve
during World War II?
Lesson 4 How did Arizona change after World War II, and what cause these changes?
Lesson 3
-I can describe changes in the lives of
United States and Arizona residents
during the Great Depression. -I can describe the reasons that the United States became involved in World War II. -I can describe the impact of World War II on Arizona. -I can use graphs to interpret historical data. -I can locate the Hoover Dam on a map and describe its impact on Arizona and the Southwest. -I can describe the characteristics of the Hoover Dam. Lesson 4 -I can describe changes that took place in Arizona during the postwar era. -I can describe the influence of key individuals on the diversity of Arizona. -I can describe how the building of transportation routes led to settlement and economic development in Arizona. -I can use different types of maps to solve problems. I can interpret political and physical maps using the following map elements: scale and d road map index. -I can use maps to locate physical and human features in Arizona.
Lesson 3 Stock Depression Civilian Rationing Double-bar graph Lesson 4 Suburb Civil rights Cold war Communism Terrorism
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Describe the major economic activities and land use patterns of regions studied. SS04-S4C4-05 Use the following to interpret historical data:
b. graphs, tables, charts, and maps SS04-S2C1-01 Use different types of maps to solve problems. SS04-S4C1-01 Interpret political and physical maps using the following map elements:
e. scale f. road map index
SS04-S4C1-02 Locate physical and human features using maps, illustrations, images or gloves:
c. human SS04-S4C1-07 Use the following to interpret historical data:
a. Timeline-B.C.E. and B.C.; C.E. and A.D.
b. Graphs, tables, charts, and maps SS04-S1C1-01 Describe the impact of World War II on Arizona. SS04-S1C8-03 Describe changes that took place in Arizona during the postwar era. SS04-S1C9-01 Describe current events using information from class discussions and various resources. SS04-S1C10-01 Describe current Arizona’s transition from territory to statehood:
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c. founding people SS04-S3C1-03 Describe the three branches of state and national government:
b.Legislative c. Judicial
SS04-S3C2-01 Use different types of maps to solve problems. SS04-S4C1-01 Locate physical and human features using maps, illustrations, images, or globes.
b. Human SS04-S4C1-06 Locate physical and human features in Arizona using maps, illustrations or images:
b.human SS04-S4C1-07 Describe ways in which Arizona has changed over time from statehood to today.
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Ganado Unified School District Social Studies-4th Grade PACING Guide SY 2016-2017
Timeline & Resources
AZ College and Career Readiness
Standard
Essential Question
(HESS Matrix)
Learning Goal Vocabulary
Content/Academic
4TH QUARTER March 2017 to May 2017
Unit 4 Arizona’s Government and Economy To be covered in 4th Quarter
Unit 4 Arizona’s Government and Economy
Social Studies Text- book
Social Studies Teacher Edition
Focus Skills Transparency
Home
Introduce the Unit Lesson 1 Describe the three branches of state and national government:
a. executive b. Legislative c. Judicial
SS04-S3C2-01 Describe different levels of government SS04-S3C2-02
Introduce the Unit Lesson 1 How does government in Arizona work?
Introduce the Unit -I can compare and contrast information relevant to social studies. -I can describe how regions have distinct cultural and physical characteristics. -I can describe the cultural characteristic of Arizona’s diverse population. Lesson 1 -I can describe the responsibilities of state and national government. -I can describe the levels of government and the services they provide. -I can interpret and apply information presented in a flowchart.
Introduce the Unit Lesson 1 Federal Legislative branch Executive branch Judicial branch Consequence Veto Jury Responsibility County
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Work and practice Book
Vocabu-lary transparency
Time- Links
Describe the responsibilities of state government. SS04-S3C3-01 Describe the responsibilities of the local government. SS04-S3C3-02 Describe the possible consequences of violating laws. SS04-S3C3-03 Describe why state and local governments collect taxes. SS04-S5C2-02 Use the following to interpret historical data:
b.graphs, tables, charts and maps SS04-S2C1-01 Describe the responsibilities of state government. SS04-S3C3-01 Lesson 2 Describe the influence of key individuals in Arizona. SS04-S1C10-03 Identify the rights and freedoms supported by the following documents:
b.Bill of Rights c.Statement of Natural Rights as found in the Declaration of Independence
SS04-S3C1-02 Discuss ways an individual can contribute to a school or community. SS04-S3C4-01 Identify traits of character that are important to the preservation and improvement of democracy.
Lesson 2 What are the rights, responsibilities, and roles of citizenship?
-I can describe how the state government of Arizona makes laws. -I can describe Arizona’s transition to statehood, including the location of the state capitol, Phoenix. -I can describe the history and characteristics of the Arizona Capitol. Lesson 2 -I can identify the rights and freedoms supported by the Bill of Rights and the Statement of Natural Rights. -I can describe the influence of key individuals in Arizona. -I can describe the importance of citizens becoming actively involved in the democratic process. -I can describe state and national symbols and monuments that represent American democracy and values: Great Seal of the United States, Arizona symbols, and war memorials.
Flowchart Lesson 2 Natural rights Democracy Candidate Persevere Volunteer
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SS04-S3C4-02 Describe the importance of citizens being actively involved in the democratic process. SS04-S3C4-03 Describe state and national symbols and monuments that represent American democracy and values:
a. Great Seal of the United States b. Arizona symbols c. War memorials
SS04-S3C1-01 Lesson 3 Describe the economic development of Arizona:
a. mining b. farming and dams
SS04-S2C7-01 Explain the decision for a personal spending choice. SS04-S5C1-01 Identify that specialization improves standards of living. SS04-S5C1-02 Give examples of how voluntary exchanges of goods and services can be mutually beneficial. SS04-S5C1-03 Explain how price incentives affect peoples’ behavior and choices, such as colonial decisions about what crops to grow and which products to produce. SS04-S5C2-01 Describe how education, skills, and career choices affect income. SS04-S5C2-03
Lesson 3 How does the economy affect the people of Arizona?
Lesson 3 -I can describe the economy of Arizona. -I can describe income and how specialization improves standards of living. -I can discuss how incentives affect choices. -I can explain the decision-making process for a personal spending choice. -I can discuss how price incentives affect people’s behavior and choices. -I can use primary and secondary sources to locate important information. -I can discuss geographic knowledge and skills related to current events.
Lesson 3 High-tech Export Import Standard of living Specialization Incentive Trade-off Opportunity cost
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Identify the role of financial institutions in providing services. SS04-S5C2-06 Describe how interest is an incentive to saving money. SS04-S5C5-01 Describe how Mexico and Arizona are connected by the movement of people, goods and ideas. SS04-S4C4-02 Explain the decision for a personal spending choice. SS04-S5C1-01 Describe current events using information from class discussions and various resources. SS04-S1C10-01 Discuss the connections between current and historical events and issues from content Studied in Strand 1 using information from class discussions and various resources. SS04-S1C10-02 Describe current events using information from class discussions and various resources. SS04-S2C9-01 Discuss geographic knowledge and skills related to current events. SS04-S4C5-02 Describe the impact of Native Americans, Hispanics and newcomers from the United States and the world on the culture of Arizona. Lesson 4 SS04-S1C5-04
Lesson 4
Lesson 4 -I can describe different ethnic groups in Arizona.
Lesson 4 Ancestor
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Describe the influence of key individuals in Arizona. SS04-S1C10-03 Discuss the contributions of diverse populations to Arizona. SS04-S1C10-04 Describe the varied backgrounds of people living in Arizona:
a. shared principles, goals, customs, and traditions.
b. Diversity in one’s school and community
c. Benefits and challenges of a diverse population.
SS04-S3C1-04 Describe the cultural characteristics of Arizona’s diverse population. SS04-S4C4-04 Describe the influence of key individuals in Arizona. SS04-S2C10-03 Use the following to interpret historical data:
b.graphs, tables, charts and maps SS04-S2C1-01 Use different types of maps to solve problems. SS04-S4C1-01 Interpret political and physical maps using the following map elements:
c.symbols d.legend SS04-S4C1-02 Construct charts and graphs to display geographic information. SS04-S4C1-04
What different ethnic groups live in Arizona?
-I can explore the cultural diversity of Arizona. -I can describe the civic and governmental contributions of Sandra Day O’Connor. -I can use different types of maps to solve problems. -I can locate physical and human features in Arizona using maps. -I can analyze artifacts that represent Arizona’s history and culture.
Emancipate Principle Diversity Population density
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Describe characteristics of human and physical features:
b.human SS04-S4C1-05 Locate physical and human features using maps, illustrations, images, or globes:
a. physical b. human
SS04-S4C1-06 Locate physical and human features in Arizona using maps, illustrations or images:
a. physical b. human
SS04-S4C1-07 Use geography concepts and skills t find solutions for local, state or national problems. SS04-S4C6-03 Locate information using both primary and secondary sources. SS04-S1C1-03 Describe how archaeological research adds to our understanding of the past. SS04-S1C1-04 Locate information using both primary and secondary sources. SS04-S2C1-03 Use the following to interpret historical data:
a. timelines - B.C.E. and B.C.; C.E. and A.D.
b. graphs, tables, charts and maps SS04-S1C1-01 Describe current events using information from class discussions and various resources.
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SS04-S1C10-01 Discuss the connections between current and historical events and issues from content studied in Strand 1 using information from class discussions and various resources. SS04-S1C10-02 Describe the influence of key individuals in Arizona. SS04-S1C10-03 Discuss the contributions of diverse populations to Arizona. SS04-S1C10-04 Use the following to interpret historical data:
a. timelines-B.C.E. and B.C.; C.E. and A.D.
SS04-S2C1-01 Describe current events using information from class discussions and various resources. SS04-S2C9-01 Describe Arizona’s transition from territory to statehood:
b. founding people SS04-S3C1-03 Describe the varied backgrounds of people living in Arizona:
c. benefits and challenges of a diverse population.
SS04-S3C1-04 Describe the three branches of state and national government:
a. Executive b. Legislative c. Judicial
SS04-S3C2-01
25
Describe different levels of government SS04-S3C2-02 Describe the responsibilities of state government. SS04-S3C3-01 Discuss ways an individual can contribute to a school or community. SS04-S3C4-01 Identify traits of character that are important to the preservation and improvement of democracy. SS04-S3C4-02 Describe the importance of citizens being actively involved in the democratic process. SS04-S3C4-03 Locate physical and human features in Arizona using maps, illustrations or images:
a. physical b. human
SS04-S4C1-07 Explain the decision for a personal spending choice. SS04-S5C1-01 Describe why state and local governments collect taxes. SS04-S5C2-02
