Grade 4 Social Studies Standards
Standard 1: Students use social studies skills and resources.
|4.1.1||Interpret and compare maps (e.g., political, physical, thematic) of North Dakota.|
|4.1.2||Use map scales to locate physical features and estimate distance on a map.|
|4.1.3||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).|
|4.1.4||Interpret current events using print and electronic media (e.g., newspaper, children’s news magazines, television, Internet).|
|4.1.5||Construct and interpret time lines (e.g., identify key events and people of North Dakota and discuss how they relate to events occurring outside North Dakota at the same time).|
Standard 2: Students understand important historical events.
|4.2.1||Identify the symbols (i.e., bird, flower, flag, tree) that represent North Dakota.|
|CONCEPTS OF TIME|
|4.2.2||Use chronological terms (i.e., decade, century, generation).|
|4.2.3||Identify similarities and differences between past events and current events in North Dakota (e.g., in the lives of people from different cultures past and present).|
|4.2.4||Use chronological order and sequence to describe the cause-and-effect relationships of historical events and periods in North Dakota (e.g., how the railroads led to settlements in the state).|
|PEOPLE AND EVENTS|
|4.2.5||Identify the contributions of prominent individuals (e.g., Teddy Roosevelt, La Vérendrye, Rough Rider Award winners) to North Dakota.|
|4.2.6||Describe the daily lives (e.g., roles, shelter, significance of bison) of the first inhabitants of North Dakota.|
|4.2.7||Describe the significance of fur trading in North Dakota (e.g., Hudson Bay, Charbonneau, American Fur Company, La Vérendrye).|
|4.2.8||Describe the significance of the Lewis and Clark expeditions (e.g., Corps of Discovery, Sakakawea) on North Dakota history.|
|4.2.9||Explain reasons for settlement in North Dakota (e.g., railroads, Bonanza farms, and Homestead Act).|
|4.2.10||Explain the significance of agriculture in North Dakota history (e.g., immigration, railroads).|
|4.2.11||Describe the effects of changes in industry, agriculture, and technology in North Dakota (e.g., energy production, transportation, farming methods).|
Standard 3: Students understand economic concepts and the characteristics of various economic systems.
|4.3.1||Describe the impact of education, training, and health care on personal income.|
|4.3.2||Identify ways that natural resources (e.g., soil, minerals, trees, fish, people) contribute to the economy of the local community and North Dakota.|
|4.3.3||Explain the impact of tourism on North Dakota’s economy (e.g. revenue for our state, jobs created, tourist sites—Fort Lincoln, Peace Gardens, Medora, Lake Sakakawea, Devils Lake).|
|4.3.4||Identify principal exports of North Dakota (e.g., crops, energy, livestock).|
Standard 4: Students understand the development, functions, and forms of various political systems and the role of the citizen in government and society.
|4.4.1||Identify the roles, rights, and responsibilities of a citizen in North Dakota (e.g., obedience to laws, the right to vote).|
|4.4.2||Identify the basic roles of the three branches of the North Dakota government (i.e. Executive, Legislative, Judicial).|
|4.4.3||Identify the characteristics of a sovereign nation in terms of tribal government in North Dakota.|
Standard 5: Students understand and apply concepts of geography.
|4.5.1||Identify the physical features and relative locations of the major land forms (i.e., Rocky Mountains, Appalachian Mountains, Great Lakes, Gulf of Mexico, Mississippi River, Grand Canyon) of the regions of the United States.|
|4.5.2||Identify the political regions of the United States (e.g. Midwest, Northeast) and their relative locations.|
|4.5.3||Identify the location and characteristics of significant features of North Dakota (e.g., landforms, river systems, climate, regions, major cities).|
|4.5.4||Explain how the physical environment (e.g., rainfall, climate, natural hazards) affects human activity in North Dakota.|
|4.5.5||Identify different patterns of land use in North Dakota (e.g., land use in urban, suburban, and rural areas, mining, agriculture, manufacturing).|
|4.5.6||Describe ways geography has affected the development (e.g., the development of transportation, communication, industry, and land use) of the state over time.|
Standard 6: Students understand the importance of culture, individual identity, and group identity.
|4.6.1||Explain how background and history influence people’s actions (e.g., farming methods, hunting methods, economic decisions).|
|4.6.2||Explain the contributions of various ethnic groups (e.g., American Indians, immigrants) to the history of North Dakota (e.g., food, traditions, languages, celebrations).|