Grade:

95
100

Jeff Burgess
Mapping/ Backwards Project
EAD 6033 Elementary School Curriculum
Instructor Dr. Carol Morgan
June 20, 2003

Comparisons of the itemized list (class draft) and the Greenfield Elementary curriculum objectives for 4th grade social studies (final draft).

Concerns are noted on the final draft as follows:

Bold print: not covered

Underlined: items not covered thoroughly

time spent inappropriately: none noted

(some underlined, as well as a few not marked were covered somewhat but left off the first draft)

The class draft follows.
The final draft begins with the next page.
The last page is the plan for fall.
Principles expressed in the documents shaping constitutional democracy in
the United States
	
Demonstrate knowledge of major national government documents and symbols.

Analyze the Constitution as the fundamental law of our nation that contains guiding principles:
—common good
—majority rule
—rights

B. Illustrate the rights and responsibilities of citizens:
—freedom of religion, speech and press
—peaceful assembly
—government petition
—government fair treatment

C. Explain the purposes of the Declaration of Independence and the Constitution including the Bill of Rights. 

D. Recognize and explain the symbols of our nation, such as flag, Statue of Liberty, national capital, Pledge of Allegiance, and the national anthem.

E. Compare the functions of the three branches of the federal government. Continuity and change in the history of Missouri, the United States and the world

Trace the ways Missouri has progressed from the distant past to present times.

A. Describe:
—the habitats, resources, art, and daily life of Native American peoples (Woodland and Plains Indians)
—settlements in Missouri of people of European and African heritage
—the impact of westward expansion on Indians in Missouri 

B. Explain:
—the Louisiana Purchase
—the Lewis and Clark expedition
—the Westward Expansion (people's motivation, their hardships, Missouri as a jumping-off point to the west)

C. Explain.
—statehood and the Missouri Compromise (why statehood was difficult to obtain, Missouri as a slave state, when Missouri became a state)
—Civil War (Missouri as a border state)
—changes in Missouri since the Civil War in education, transportation, and communication

Analyze the major contributions of those people who have impacted Missouri's past and present.

A. Specify the contributions of various historical individuals associated with Missouri (i.e. Lewis and Clark, George Washington Carver, Laura Ingalls Wilder, Mark Twain, Harry S. Truman, and Thomas Hart Benton).

B. Specify the contribution of other historical individuals who have impacted Missouri (i.e. George Washington, Thomas Jefferson, Abraham Lincoln, and Martin Luther King, Jr.).

Principles and processes of governance systems

Select and assess democratic principles of governance, especially as applied to family, school, and community.

A. Apply the decision-making process used by citizens or their elected representatives.

B. Differentiate among the three branches of the state government and their duties.

Economic concepts (including productivity and the market system) and
principles (including the laws of supply and demand)

Apply basic economic concepts and principles.

A. Define basic economic terminology such as:
—scarcity
—opportunity cost
—trade using money and bartering
—consumer, producer (consumption, production)
—supply, demand
—natural, capital, and human resources
—private goods, public goods
—saving, investment
—cost-benefit analysis

B   Interpret, explain, and predict past, present and future consequences of economic decisions

C  Recognize the existence and purposes of taxes.

D  Relate how households, businesses, and governments are interdependent

The major elements of geographical study and analysis (such as location, place, movement, regions) and their relationships to changes in society and environment

Interpret maps to locate and recognize geographical features.

A. Design maps.

B   Locate major Missouri cities, rivers, bordering states, and the world's continents and oceans. 

C. Communicate the location of a place by describing its absolute location (longitude/latitude/grid) or describing its relative location.

D. Explain how the features of a place depend upon its physical and human characteristics. 

Compare human-environment interactions.

A. Describe various ecosystems in Missouri and the world and what physical factors cause them to be as they are.

B. Recognize why people of different groups settle more in one place than another and how transportation and communication systems have facilitated the movement of people, products, and ideas.

C. Define, identify, and compare regions.

Relationships of the individual and groups to institutions and cultural traditions

Examine interpersonal relationships.

A. Recognize that human beings of different cultures have common physical, social, and emotional needs which are met in different ways.

B   Indicate how needs of individuals are met by families, friends, groups, and organizations.

C. Apply constructive methods for resolving conflicts.

The use of tools of social science inquiry (such as surveys, statistics, maps,
documents)

Interpret resources for social studies inquiry.

A. Select and use appropriate resources such as:

—visual, graphic and auditory aids (charts, graphs, timelines, maps, globes, diagrams, advertisements, posters, tapes, compact discs)

—library and media resources (computers, dictionaries, encyclopedias, videos, periodicals, atlases, almanacs, telephone directories, books, newspapers)

—artifacts (building structures and materials, works of art representative of cultures, fossils, pottery, tools, clothing, musical instruments)

B. Differentiate between primary and secondary sources (diaries, letters, people, interviews, journals).

Backwards Design: Plan for the fall to meet all 
curriculum objectives keeping the end in mind.

Instructional units will be developed for each of the curriculum content standards:

•	Documents and symbols of US national government
•	Continuity and change in history
progress of Missouri from distant past to present
individuals who have impacted Missouri’s History
•	Principles and processes of government, elections, and branches of government
•	Economic concepts
•	Geography
maps and geographical studies
human-environment interactions
•	Interpersonal relationships
•	Tools of social science inquiries

Learning centers will also be set up for each of these content areas with questions from each of Bloom’s taxonomy levels and/or the six facets of understanding.  

Units will begin with thought provoking questions, puzzles, role-plays, etc.

Primary sources will be used as appropriate and available.

In-depth exploration, inquires, problems, and active lessons will be pursued.

Student progress will be assessed according to the objectives and instruction will be reevaluated.

Student work will be exhibited and evaluated.