4th Grade Social Studies GLCE / ELA Common Core Alignment

Language Arts Core StandardsMI Social Studies StandardsSuggestions for Instruction

READING STANDARDS FOR LITERATURE

Key Ideas and Details

RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

4 - C5.0.2 Describe the relationship between rights and responsibilities of citizenship.

4 - C5.0.3 Explain why rights have limits.

4 - C5.0.4 Describe ways citizens can work together to promote the values and principles of American democracy.

4 - E1.0.2 Describe some characteristics of a market economy (e.g., private property rights, voluntary exchange, competition, consumer sovereignty, incentives, specialization).

4-C5.06 Use MC3 Unit 6 Lesson 2 and 3

4-C5.0.3 Use MC3 Unit 6 Lesson 1

4-C5.04 Use MC3 Unit 6 Lesson 3-6

Social Studies Weekly 1st Quarter Weeks 1-7 and Quarter 2 Week 8

E1.0.2 Use MC3 Unit 4 Lesson 2

Social Studies Weekly 3rd Quarter

Week 19

RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

4-H3.0.2 Use primary and secondary sources to explain how migration and immigration affected and continue to affect the growth of Michigan. (G)

4-H3.0.3 Describe how the relationship between the location of natural resources and the location of industries (after 1837) affected and continues to affect the location and growth of Michigan cities

G1.0l.3 Identify and describe the characteristics and purposes (e.g., measure distance, determine relative location, classify a region) of a variety of geographic tools and technologies (e.g.; globe, map, satellite image).

G1.0.4 Use geographic tools and technologies, stories, songs and pictures to answer geographic questions about the United States.

H3.0.2 Use MC3 Unit 3 lesson 2

H3.0.3/G1.0.3/G1.0.4 Use MC3 Unit 3 lessons 4-7

Social Studies Weekly Quarter 2 weeks 9-11

RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a characters thoughts, words, or actions).

4-H3.0.2 Use primary and secondary sources to explain how migration and immigration affected and continue to affect the growth of Michigan. (G)

Use biographies, autobiographies, primary sources, and historical fiction.

Social Studies Weekly Quarter 2 week 11

Craft and Structure

RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

RL4.5. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations and third-person narrations.

4-H3.0.2 Use primary and secondary sources to explain how migration and immigration affected and continue to affect the growth of Michigan. (G)

Use biographies, autobiographies, primary sources, and historical fiction to make comparisons.

Social Studies Weekly Quarter 2 Week 11

Integration of Knowledge and Ideas

RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

RL4.9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

Range of Reading and Complexity of Text

RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 45 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Informational Text

RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

4-H3.0.5 Use visual data and informational text to compare a major Michigan economic activity today with that of a related activity in the past. (E)

4-H3.0.8 Describe past and current threats to Michigan's natural resources. (G,C,E)

4 - C5.0.1 Explain responsibilities of citizenship (e.g., initiating changes in laws or policy, holding public office, respecting the law, being informed and attentive to public issues, paying taxes, registering to vote and voting knowledgeably, serving as a juror).

H3.0.5 Use MC3 Unit 3 lesson 7 and Unit 4 lesson 6

H3.0.8 Use MC3 Unit 3 lessons 1, 7-8

C5.0.1 Use MC3 Unit 6 lesson 2

Social Studies Weekly Quarter 1 Week 2 and Quarter 2 Weeks 9-10

RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

4 - E1.0.3 Describe how positive (e.g., responding to a sale, saving money, earning money) and negative (e.g., library fines, overdue video rental fees) incentives influence behavior in a market economy.

4 - E1.0.4 Explain how price affects decisions about purchasing goods and services (substitute goods).

4 - E1.0.5 Explain how specialization and division of labor increase productivity (e.g., assembly line).

4 - E1.0.6 Explain how competition among buyers results in higher prices, and competition among sellers results in lower prices (e.g., supply, demand).

E1.0.7 Demonstrate the circular flow model by engaging in a market simulation, which includes household and businesses and depicts the interactions among them.

4 - E1.0.8 Explain why public goods (e.g., libraries, roads, parks) are not privately owned.

E2.0.1 Explain how changes in the United States economy impacts levels of employment and unemployment (e.g., changing demand for natural resources, changes in technology, changes in competition).

E3.0.1 Describe how global competition affects the national economy (e.g., outsourcing of jobs, increased supply of goods, opening new markets, quality controls).

E1.0.3 Use MC3 Unit 4 Lesson 5

E1.0.4 Use MC3 Unit 4 Lesson 4

Social Studies Weekly Quarter 1 Week 3 and Quarter 3

Week 20

E1.0.5 Use MC3 Unit 4 Lesson 2 and 6

E1.0.6 Use MC3 Unit 4 Lessons 2 and 7

E1.0.7 Use MC3 Unit 4 Lesson 3

E1.0.8 Use MC3 Unit 4 Lesson 9

E2.0.1 Use MC3 Unit 4 Lesson 7

E3.0.1 Use MC3 Unit 4 Lessons 7-8

Social Studies Weekly Quarter 3 Week 21 and Quarter 4 Week 22

RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

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.

G4.0.1 Use MC3 Unit 3 lessons 1-4

G4.0.2 Use MC3 Unit 2 Lesson 4

Social Studies Weekly Quarter 2 Week 12

RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

4-H3.0.9 Create timelines (using decades after 1930) to sequence and describe important events in Michigan history; annotate with connections to the past and impact on the future.

4 - G1.0.2 Use cardinal and intermediate directions to describe the relative location of significant places in the United States

4 - G1.0.5 Use maps to describe elevation, climate, and patterns of population density in the United States.

4 - C3.0.7 Explain how the federal government uses taxing and spending to serve the purposes of government.

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.

H3.0.9 Use MC3 Unit 1 Lesson 1 and Unit 3 lesson 2

G1.0.2 Use MC3 Unit 1 Lesson 2

G1.0.5 Use MC3 Unit 2 Lesson 4

C3.0.7 Use MC3 Unit 6 Lesson 2

P3.1.2 Use MC3 Unit 6 Lessons 3-6

Social Studies Weekly Quarter 1 Week 6 and Quarter 2 Week 11

RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text.

4 - P3.1.3 Give examples of how conflicts over core democratic values lead people to differ on resolutions to a public policy issue in the United States.

P3.1.3 Use MC3 Unit 6 Lesson 4

Social Studies Weekly Quarter 4 Week 24-25

RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

4 - C1.0.2 Explain probable consequences of an absence of government and of rules and laws.

4 - C1.0.3 Describe the purposes of government as identified in the Preamble of the Constitution.

4-C2.0.1 Explain how the principles of popular sovereignty, rule of law, checks and balances, separation of powers, and individual rights (e.g., freedom of religion, freedom of expression, freedom of press) serve to limit the powers of the federal government as reflected in the Constitution and Bill of Rights.

4 - C2.0.2 Identify situations in which specific rights guaranteed by the Constitution and Bill of Rights are involved (e.g., freedom of religion, freedom of expression, freedom of press).

4 - P3.1.3 Give examples of how conflicts over core democratic values lead people to differ on resolutions to a public policy issue in the United States.

C1.0.2 Use MC3 Unit 5 Lesson 1-6

C1.0.3 Use MC3 Unit 5 Lesson 3

C2.0.1 Use MC3 Unit 5 Lesson 2

P3.1.3 Use MC3 Unit 6 Lesson 4

Social Studies Weekly 1st Quarter Weeks 1-7

RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 45 text complexity band proficiently, with scaffolding as needed at the high end of the range.

4 - G2.0.1 Describe ways in which the United States can be divided into different regions (e.g., political regions, economic regions, landform regions, vegetation regions).

4 - G2.0.2 Compare human and physical characteristics of a region to which Michigan belongs (e.g., Great Lakes, Midwest) with those of another region in the United States.

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 (e.g., forms of shelter, language, food). (H)

4 - G5.0.1 Assess the positive and negative effects of human activities on the physical environment of the United States.

4 - C3.0.1 Give examples of ways the Constitution limits the powers of the federal government (e.g., election of public officers, separation of powers, checks and balances, Bill of Rights).

4 - C3.0.2 Give examples of powers granted to the federal government (e.g., coining of money, declaring war) and those reserved for the states (e.g., drivers license, marriage license). 4

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 (e.g., presidential veto of legislation, courts declaring a law unconstitutional, congressional approval of judicial appointments).

4 - C3.0.6 Describe how the President, members of the Congress, and justices of the Supreme Court come to power (e.g., elections versus appointments).

G2.0.1 Use MC3 Unit 2 Lesson 5

G2.0.2 Use MC3 Unit 2 Lesson 6

G4.0.2 Use MC3 Unit 2 Lesson4

G5.0.1 Use MC3 Unit 2 Lesson 7-8

C3.0.1 Use MC3 Unit 5 lessons 3-6

C3.0.2 Use MC3 Unit 5 lessons 3-4

C3.0.3 Use MC3 Unit 5 lessons 3-4

C3.0.4 Use MC3 Unit 5 lessons 3-4

C3.05 Use MC3 Unit 5 lesson 5

C3.0.6 Use MC3 Unit 5 lesson 4

Social Studies Weekly Quarter 1 Weeks 5-7, Quarter 2 Week 12-14, and Quarter 3 Weeks 15-18

Phonics and Word Recognition

RF.4.3 Know and apply grade-level phonics and word analysis skills in decoding words.

a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Fluency

RF.4.4. Read with sufficient accuracy and fluency to support comprehension.

a. Read on-level text with purpose and understanding.

b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Writing

W.4.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writers purpose.

Provide reasons that are supported by facts and details.

Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

Provide a concluding statement or section related to the opinion presented.

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

P3.3.1 Use MC3 Unit 6 Lesson 3-6

Social Studies Weekly Quarter 4 Week 26

W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

d.Use precise language and domain-specific vocabulary to inform about or explain the topic.

Provide a concluding statement or section related to the information or explanation presented.

4-H3.0.2 Use primary and secondary sources to explain how migration and immigration affected and continue to affect the growth of Michigan. (G)

H3.0.2 Use MC3 Unit 3 lesson 3

Social Studies Weekly Quarter 2 Week 11

W.4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

Use dialogue and description to develop experiences and events or show the responses of characters to situations.

Use a variety of transitional words and phrases to manage the sequence of events.

Use concrete words and phrases and sensory details to convey experiences and events precisely.

Provide a conclusion that follows from the narrated experiences or events.

4-H3.0.4 Draw upon stories, photos, etc., to compare the life of people in Michigan during a variety of time periods from 1837 to the present. (G)

4-H3.0.6 Use a variety of sources to construct an historical narrative about the beginnings of the automobile industry and the labor movement in Michigan. (G,E)

4-H3.0.7 Use case studies or stories to describe the ideas and actions of individuals involved in the Underground Railroad in Michigan and the Great Lakes region. (G,C,E)

H3.0.4 Use MC3 Unit 3 lesson 3

H3.0.6 Use MC3 Unit 4 Lessons 6-8

H3.0.7 Use MC3 Unit 3 lessons 2-3

Social Studies Weekly Quarter 2 Week 11

W.4.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 13 above.)

(See above)

W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

(see above)

W.4.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

(see above)

W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.

4-H3.0.1 Use historical inquiry questions to investigate the development of Michigan's major economic activities.

4-H3.0.2 Use primary and secondary sources to explain how migration and immigration affected and continue to affect the growth of Michigan. (G)

H3.0.1 Use MC3 Unit 1 lesson 1

H3.0.2 Use MC3 Unit 3 lessons 1-4

Social Studies Weekly Quarter 2 Weeks 9 and 11

W.4.8. Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

4-H3.0.8 Describe past and current threats to Michigan's natural resources. (G,C,E)

H3.0.8 Use MC3 Unit 3 lesson 5-8

Social Studies Weekly Quarter 2 Week 9

W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Apply grade 4 Reading standards to literature (e.g., Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a characters thoughts, words, or actions].).

Apply grade 4 Reading standards to informational texts (e.g., Explain how an author uses reasons and evidence to support particular points in a text).

4-H3.0.8 Describe past and current threats to Michigan's natural resources. (G,C,E)

H3.0.8 Use MC3 Unit 3lesson 5-8

Social Studies Weekly Quarter 2 Week 9

W.4.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

4-H3.0.1 Use historical inquiry questions to investigate the development of Michigan's major economic activities.

4 - G1.0.1 Identify questions geographers ask in examining the United States (e.g., Where it is? What is it like there? How is it connected to other places?).

4 - C1.0.1 Identify questions political scientists ask in examining the United States (e.g., What does government do? What are the basic values and principles of American democracy? What is the relationship of the United States to other nations? What are the roles of the citizen in American democracy?).

4 - E1.0.1 Identify questions economists ask in examining the United States (e.g., What is produced? How is it produced? How much is produced? Who gets what is produced? What role does the government play in the economy?).

4 - P3.1.1 Identify public issues in the United States that influence the daily lives of its citizens.

Social Studies Journals including vocabulary

G1.0.1 Use MC3 Unit 1 lesson 2 and Unit 3 lesson 1

C1.0.1 Use MC3 Unit 1 lesson 4 and Unit 5 lesson 1

E1.0.1 Use MC3 Unit 1 Lesson 3 and Unit 4 lesson 1

P3.1.1 Use MC3 Unit 6 lessons 3-6

Social Studies Weekly Quarter 1 Week 1 and Quarter 2 Weeks 9 and 13

Speaking and Listening

SL.4.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly.

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

Follow agreed-upon rules for discussions and carry out assigned roles.

Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

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.

4 - P4.2.2 Participate in projects to help or inform others.

P4.2.1 / P4.2.2 Use MC3 Unit 6 lessons 3-6

Social Studies Weekly Quarter 4 Week 26

SL.4.2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

4 - C1.0.3 Describe the purposes of government as identified in the Preamble of the Constitution.

C1.0.3 Use MC3 Unit 5 lesson 3

Social Studies Weekly Quarter 1 Week 3

SL.4.3. Identify the reasons and evidence a speaker provides to support particular points.

4 - P3.1.3 Give examples of how conflicts over core democratic values lead people to differ on resolutions to a public policy issue in the United States.

P3.1.3 Use MC3 Unit 6 lesson 4

Listen to a debate and have the

students list pros and cons for

each side.

Social Studies Weekly Quarter 4 Week 25

Presentation of Knowledge and Ideas

SL.4.4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

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.

4 - P4.2.2 Participate in projects to help or inform others

P4.2.1/P4.2.2 Use MC3 Unit 6 Lessons 3-6

Social Studies Weekly Quarter 4 Week 26

SL.4.5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

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.

4 - P4.2.2 Participate in projects to help or inform others

P4.2.1 Use MC3 Unit 6 lessons 3-6

Social Studies Weekly Quarter 4 Week 26

SL.4.6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation.

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.

P4.2.1 Use Mc3 Unit 6 lessons 3-6

Social Studies Weekly Quarter 4 Week 26

Language

L.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

Form and use prepositional phrases.

Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*

Correctly use frequently confused words (e.g., to, too, two; there, their).*

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.

4 - P4.2.2 Participate in projects to help or inform others.

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.

P4.2.1/2.2/P3.3.1 Use MC3 Unit 6 lessons 3-6

Social Studies Weekly Quarter 4 Week 26

L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Use correct capitalization.

Use commas and quotation marks to mark direct speech and quotations from a text.

Use a comma before a coordinating conjunction in a compound sentence.

Spell grade-appropriate words correctly, consulting references as needed.

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.

P3.3.1 Use MC3 Unit 6 lesson 6

Social Studies Weekly Quarter 4 Week 26

L.4.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Choose words and phrases to convey ideas precisely.*

Choose punctuation for effect.*

Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

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.

P3.3.1 Use MC3 Unit 6 lesson 6

Social Studies Weekly Quarter 4 Week 26

L.4.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.

Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

L.4.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

Recognize and explain the meaning of common idioms, adages, and proverbs.

Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

L.4.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Social Studies Vocabulary