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South Carolina's Fourth Grade Standards

SC.4-1. Standard / Course: United States Studies to 1865

The student will demonstrate an understanding of political, economic, and geographic reasons for the exploration of the New World.

  • 4-1.1. Knowledge And Skills / Essential Question:

    Summarize the spread of Native American populations using the Landbridge Theory.

  • 4-1.2. Knowledge And Skills / Essential Question:

    Compare the everyday life, physical environment, and culture of the major Native American cultural groupings, including the Eastern Woodlands, the Plains, the Southwest, the Great Basin, and the Pacific Northwest.

  • 4-1.3. Knowledge And Skills / Essential Question:

    Explain the political, economic, and technological factors that led to the exploration of the new world by Spain, Portugal, France, the Netherlands, and England, including the competition between nations, the expansion of international trade, and the technological advances in shipbuilding and navigation.

  • 4-1.4. Knowledge And Skills / Essential Question:

    Summarize the accomplishments of the Vikings and the Portuguese, Spanish, English, and French explorers, including Leif Eriksson, Columbus, Hernando de Soto, Magellan, Henry Hudson, John Cabot, and La Salle.

  • Social Studies Literacy Skills for the Twenty-First Century:

    1. Establish the chronological order in reconstructing a historical narrative.
    2. Identify and explain cause-and-effect relationships.
    3. Identify the locations of places, the conditions at places, and the connections between places.
    4. Create maps, mental maps, and geographic models to represent spatial relationships.
    5. Interpret visual information to deepen his or her understanding.

SC.4-2. Standard / Course: United States Studies to 1865

The student will demonstrate an understanding of how the settlement of North America was influenced by the interactions of Native Americans, Europeans, and Africans..

  • 4-2.1. Knowledge And Skills / Essential Question:

    Summarize the cause-and-effect relationships of the Columbian Exchange.

  • 4-2.2. Knowledge And Skills / Essential Question:

    Compare the various European settlements in North America in terms of economic activities, religious emphasis, government, and lifestyles.

  • 4-2.3. Knowledge And Skills / Essential Question:

    Explain the impact of the triangular trade, indentured servitude, and the enslaved and free Africans on the developing culture and economy of North America.

  • 4-2.4. Knowledge And Skills / Essential Question:

    Summarize the relationships among the Native Americans, Europeans, and Africans, including the French and Indian Wars, the slave revolts, and the conduct of trade.

  • Social Studies Literacy Skills for the Twenty-First Century:

    1. Establish the chronological order in reconstructing a historical narrative.
    2. Identify multiple points of view or biases and ask questions that clarify those opinions.
    3. Identify and explain cause-and-effect relationships.
    4. Identify the locations of places, the conditions at places, and the connections between places.
    5. Create maps, mental maps, and geographic models to represent spatial relationships.

SC.4-3. Standard / Course: United States Studies to 1865

The student will demonstrate an understanding of the conflict between the American colonies and England.

  • 4-3.1. Knowledge And Skills / Essential Question:

    Explain the major political and economic factors leading to the American Revolution, including the French and Indian War, the Stamp Act, the Tea Act, and the Intolerable Acts as well as American resistance to these acts through boycotts, petitions, and congresses.

  • 4-3.2. Knowledge And Skills / Essential Question:

    Explain the significance of major ideas and philosophies of government reflected in the Declaration of Independence.

  • 4-3.3. Knowledge And Skills / Essential Question:

    Summarize the importance of the key battles of the Revolutionary War and the reasons for American victories including Lexington and Concord, Bunker (Breed’s) Hill, Charleston, Saratoga, Cowpens, and Yorktown.

  • 4-3.4. Knowledge And Skills / Essential Question:

    Explain how the American Revolution affected attitudes toward and the future of slavery, women, and Native Americans.

  • Social Studies Literacy Skills for the Twenty-First Century:

    1. Establish the chronological order in reconstructing a historical narrative.
    2. List and explain the responsibilities of citizens in the United States of America.
    3. Identify multiple points of view or biases and ask questions that clarify those opinions.
    4. Identify and explain cause-and-effect relationships.
    5. Cite details from a text to support conclusions made from that text.

SC.4-4. Standard / Course: United States Studies to 1865

The student will demonstrate an understanding of the beginnings of America as a nation and the establishment of the new government.

  • 4-4.1. Knowledge And Skills / Essential Question:

    Compare the ideas in the Articles of Confederation with those in the United States Constitution, including how powers are now shared between state and national government and how individuals and states are represented in Congress.

  • 4-4.2. Knowledge And Skills / Essential Question:

    Explain the structure and function of the legislative, executive, and judicial branches of the federal government.

  • 4-4.3. Knowledge And Skills / Essential Question:

    Explain how the United States Constitution and the Bill of Rights placed importance on the active involvement of citizens in government and protected the rights of white male property owners but not those of the slaves, women, and Native Americans.

  • 4-4.4. Knowledge And Skills / Essential Question:

    Compare the roles and accomplishments of early leaders in the development of the new nation, including George Washington, John Adams, Thomas Jefferson, Alexander Hamilton, John Marshall, and James Madison.

  • 4-4.5. Knowledge And Skills / Essential Question:

    Compare the social and economic policies of the two political parties that were formed in America in the 1790s.

  • Social Studies Literacy Skills for the Twenty-First Century:

    1. Cite details from a text to support conclusions made from that text.
    2. Explain his or her relationship to others in American society and culture.
    3. Demonstrate responsible citizenship within local, state, and national communities.
    4. Utilize different types of media to synthesize social studies information from a variety of social studies resources.(4-4)
    (4-4)Social studies resources include the following: texts, calendars, timelines, maps, mental maps, charts, tables, graphs, flow charts, diagrams, photographs, illustrations, paintings, cartoons, architectural drawings, documents, letters, censuses, artifacts, models, geographic models, aerial photographs, satellite-produced images, and geographic information systems.

SC.4-5. Standard / Course: United States Studies to 1865

The student will demonstrate an understanding of westward expansion of the United States and its impact on the institution of slavery.

  • 4-5.1. Knowledge And Skills / Essential Question:

    Summarize the major expeditions that played a role in westward expansion including those of Daniel Boone, Lewis and Clark, and Zebulon Pike.

  • 4-5.2. Knowledge And Skills / Essential Question:

    Explain the motivations and methods of migrants and immigrants, who moved West, including economic opportunities, the availability of rich land, and the country’s belief in Manifest Destiny.

  • 4-5.3. Knowledge And Skills / Essential Question:

    Explain the purpose, location, and impact of key United States acquisitions in the first half of the nineteenth century, including the Louisiana Purchase, the Florida Purchase, the Oregon Treaty, the annexation of Texas, and the Mexican Cession.

  • 4-5.4. Knowledge And Skills / Essential Question:

    Summarize how territorial expansion, related land policies, and specific legislation affected Native Americans, including the Northwest Ordinance of 1787 and the Indian Removal Act of 1830.

  • 4-5.5. Knowledge And Skills / Essential Question:

    Explain how the Missouri Compromise, the fugitive slave laws, the annexation of Texas, the Compromise of 1850, the Kansas-Nebraska Act, and the Dred Scott decision affected the institution of slavery in the United States and its territories.

  • Social Studies Literacy Skills for the Twenty-First Century:

    1. Identify cause-and-effect relationships.
    2. Understand that people make choices based on the scarcity of resources.
    3. Explain the importance of jobs in the fulfillment of personal and social goals.

SC.4-6. Standard / Course: United States Studies to 1865

The student will demonstrate an understanding of the causes, the course, and the effects of the American Civil War.

  • 4-6.1. Knowledge And Skills / Essential Question:

    Explain the significant economic and geographic differences between the North and South.

  • 4-6.2. Knowledge And Skills / Essential Question:

    Explain the contributions of abolitionists to the mounting tensions between the North and South over slavery, including William Lloyd Garrison, Sojourner Truth, Frederick Douglass, Harriet Tubman, Harriet Beecher Stowe, and John Brown.

  • 4-6.3. Knowledge And Skills / Essential Question:

    Explain the specific events and issues that led to the Civil War, including sectionalism, slavery in the territories, states’ rights, the presidential election of 1860, and secession.

  • 4-6.4. Knowledge And Skills / Essential Question:

    Summarize significant battles, strategies, and turning points of the Civil War, including the battles of Fort Sumter and Gettysburg, the Emancipation Proclamation, the role of African Americans in the war, the surrender at Appomattox, and the assassination of President Lincoln.

  • 4-6.5. Knowledge And Skills / Essential Question:

    Explain the social, economic, and political effects of the Civil War on the United States.

  • Social Studies Literacy Skills for the Twenty-First Century:

    1. Identify multiple points of view or biases and ask questions that clarify those opinions.
    2. Explain the opportunity cost involved in the allocation of scarce productive resources.
    3. Identify connections between government policies, property rights, and free enterprise.
    4. Identify and explain cause-and-effect relationships.
    5. Interpret visual information to deepen his or her understanding.
 
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