Course Description
The fourth grade social studies curriculum is an introduction
to Idaho history. As such, the course will concentrate
on certain benchmarks in the Idaho experience. During
the first semester, students will study Idaho State
symbols, geography, Native Americans, the Lewis and
Clark explorations, fur trappers and traders, and the
influence of missionaries, the Oregon Trail, and gold
mining in the settlement of Idaho. Second semester
studies include conflicts with Native Americans, statehood,
industry, and famous Idaho personalities. State standards
are imbedded throughout the course and guide its instructional
objectives.
A Note on Standards
The fourth grade curriculum includes both Boise School
District and State of Idaho standards. State standards
include content knowledge and skills in the following
areas: critical thinking and analytical skills, evolution
of democracy, exploration and expansion, migration
and immigration, political, social, and economic response
to industrialization and technological innovation,
international relations and conflicts, cultural and
social development, foundations of the American political
system, organization and formation of the American
system of government, citizen responsibilities and
rights, economic fundamentals, economic influences,
and geography. While each standard is expressed through
specific, associated instructional objectives, instructors
should seek opportunities to apply the standards throughout
the course.
Adopted Materials
A Rendezvous with Idaho History
Dorothy Dutton, Ed.D. and Caryl Humphries, MA.
Sterling Ties Publications, 2000.
Copyright
Resources
K – 12
Social Studies Scope and Sequence
Course Scope
First Semester Timeline
| Unit 1 |
Symbols |
2 weeks |
| Unit 2 |
Geography |
3 weeks |
| Unit 3 |
Native Americans |
2 weeks |
| Unit 4 |
Lewis and Clark |
2 weeks |
| Unit 5 |
Fur Trappers |
2 weeks |
| Unit 6 |
Missionaries |
2 weeks |
| Unit 7 |
Oregon Trail |
3 weeks |
| Unit 8 |
Gold |
2 weeks |
Second Semester Timeline
| Unit 9 |
War |
2 weeks |
| Unit 10 |
Statehood |
8 weeks |
| Unit 11 |
Industry |
5 weeks |
| Unit 12 |
Famous People |
3 weeks |
Assessment
Correlation acronyms key
|
Unit
1 |
Symbols |
Semester 1, 2 weeks |
|
Instructional Objective
413.01 Explain that rules and laws can be
used to protect rights, provide benefits, and
assign responsibilities. |
Standard Reference
4.SS.4.1.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Investigate perception of what makes a good
citizen and define the "ideal citizen." |
Dictionary, Encyclopedia, personal interviews,
Encarta, Internet |
TMA |
|
02 |
Develop a list of responsibilities and rights
for a class member. |
|
TMA |
|
03 |
Identify the American Flag and the Pledge of
Allegiance as national symbols representing responsibilities,
rights, and freedoms of citizens. |
A Rendezvous with Idaho History, Ch.
1 |
TMA
EOC |
|
04 |
Discuss school/classroom rules and relate to
being a good citizen. |
School expectations poster, class expectations |
TMA |
|
Instructional Objective
413.02 Explain the significance of Idaho symbols. |
Standard Reference
4.SS.4.2.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify, locate, and color items on the State
Seal. Interpret what each symbol means. |
A Rendezvous with Idaho History, Ch.
1 |
TMA |
|
02 |
Know each symbol of the State of Idaho. |
A Rendezvous with Idaho History, Ch.
1 |
EOC |
|
Instructional Objective
413.03 Differentiate between fact and opinion,
cause and effect, and identify different points
of view. |
Standard Reference
41303 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Create own state symbols (opinion) and justify
the choice based on researched facts. |
A Rendezvous with Idaho History, Ch.
1 |
TMA |
|
02 |
Investigate how each of the state symbols was
chosen. |
A Rendezvous with Idaho History, Ch.
1 |
TMA |
|
03 |
Choose a state symbol and role play its importance
from the student’s point of view. |
|
TMA |
|
04 |
Create a symbol to represent school, class,
city, club, family, etc. |
|
TMA |
|
Instructional Objective
413.04 Show on a map of the world the continents,
oceans, landforms, poles, hemispheres, equator,
and prime meridian. |
Standard Reference
4.SS.2.1.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Compare a wall map of the earth with a spherical
globe while identifying the continents, oceans,
landforms, poles, hemispheres, equator and prime
meridian. |
Wall map & Globe |
TMA |
|
02 |
On a blank map of the world fill in the continents,
oceans, landforms, poles, hemispheres, equator
and prime meridian. |
Blank Map |
TMA
EOC |
|
Instructional Objective
413.05 Use a number/letter grid to find specific
locations on a map of Idaho. |
Standard Reference
4.SS.2.1.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Using a number/letter grid locate specific points
to create a geometric shape. |
Math , Ch. 4, Lessons 4, 5, 6 |
TMA
EOC |
|
02 |
Using number/letter grid, locate Idaho cities
on a state map. |
Idaho State Highway Map |
EOC |
|
03 |
Using longitude and latitude coordinates, locate "hidden
treasure" on a world map or play "Battleship." |
World map |
TMA |
|
Instructional Objective
413.06 Identify the geographic features of
Idaho. |
Standard Reference
4.SS.2.3.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Label map of Idaho with rivers, lakes, mountain
ranges, and other geographic features. |
Blank Idaho map |
TMA
EOC |
|
02 |
Discuss what physical features were necessary
for survival. |
|
TMA |
|
Instructional Objective
413.07 Use geographic skills to collect, analyze,
interpret, and communicate data. |
Standard Reference
4.SS.2.1.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Create and share a state map which includes
compass rose, scale, boundary lines, bordering
states and country, symbols, geographic features,
latitude and longitude. |
|
TMA
EOC |
|
Back to Top |
|
Unit
3 |
Native Americans |
Semester 1, 2 weeks |
|
Instructional Objective
413.08 Identify where the ancestors of Native
Americans and immigrants originated. |
Standard Reference
41308 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify origin of own ancestors giving a description
of their food, clothing styles, and shelters. |
Own Family |
TMA |
|
02 |
Label on a world map the routes (i.e., Bering
Strait land bridge, Oregon trail) that Native
Americans traveled to get to Idaho. |
Map of world, Idaho |
TMA
EOC |
|
03 |
Create personal family trees. Label on a map
and discuss possible reasons for mass migrations. |
Own Family |
TMA |
|
Instructional Objective
413.09 Identify American Indian tribes in
Idaho: Coeur d’Alene, Kootenai, Shoshone-Bannock,
Nez Perce, and Shoshone-Paiute Tribes and current
reservation boundaries. |
Standard Reference
4.SS.1.3.1 |
|
Associated Instructional Objectives: |
|
|
Discuss that although there are five federally
recognized tribes in Idaho, there are many others
in the state. |
4.SS.1.3.2 |
|
Identify how American Indian tribes in Idaho
governed themselves. |
4.SS.1.3.5 |
|
Identify current issues related to American
Indians in present day Idaho. |
4.SS.1.3.7 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
List the five federally recognized tribes of
Idaho. |
A Rendezvous with Idaho History, Ch.
3 |
TMA
EOC |
|
02 |
Divide a map of Idaho into general areas where
the five federally recognized tribes lived. |
A Rendezvous with Idaho History, Ch.
3, Map of Idaho |
TMA |
|
03 |
Identify how Native Americans governed themselves. |
|
TMA |
|
Instructional Objective
413.10 Identify characteristics of American
Indian tribes and other cultural groups in
Idaho. |
Standard Reference
4.SS.1.3.3 |
|
Associated Instructional Objectives: |
|
|
Compare and contrast how Idaho American Indian
life today differs from the life of these same
groups many years ago. |
4.SS.1.3.4 |
|
Describe American Indian cultural materials
and their use in everyday life. |
4.SS.1.3.6 |
|
Describe ways that cultural groups influenced
and impacted each other. |
4.SS.1.1.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Role-play a Native American living on a mission
and explain how life has changed. |
|
TMA |
|
02 |
Share a story, poem, or legend from different
ethnic group and Idaho tribe. |
Library |
TMA |
|
03 |
Create list of foods, tools, ideas, etc. Shared
between Native Americans and settlers. |
A Rendezvous with Idaho History, Ch.
3 |
TMA |
|
04 |
Compare various languages of the world using
the internet to note similarities in linguistics. |
Internet |
TMA |
|
05 |
List ways cultural groups learn from each other. |
|
TMA
EOC |
|
Instructional Objective
413.11 Identify and verbalize the motivations
of some of the early explorers to Idaho. |
Standard Reference
District 41311 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify the reasons Thomas Jefferson gave Lewis & Clark
for exploring the Louisiana Purchase. |
A Rendezvous with Idaho History, Ch.
4 |
TMA
EOC |
|
02 |
Write a letter as if you were Thomas Jefferson
explaining to Lewis and Clark the goals of their
journey. |
A Rendezvous with Idaho History, Ch.
4 |
TMA |
|
03 |
Write an advertisement that would make people
want to join Lewis and Clark on their journey. |
A Rendezvous with Idaho History, Ch.
4 |
TMA |
|
Instructional Objective
413.12 Explain the accomplishments, significance
and outcomes of the Lewis and Clark expedition. |
Standard Reference
District 41312 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Map the Lewis and Clark expedition and note
significant landmarks and historical sites. |
A Rendezvous with Idaho History, Ch.
4 |
TMA |
|
02 |
Write a paragraph telling why they would or
would not want to accompany the Corps of Discovery. |
A Rendezvous with Idaho History, Ch.
4 |
TMA |
|
03 |
Write a newspaper article of the accomplishments,
significance and outcomes of the Lewis and Clark
expedition. |
A Rendezvous with Idaho History, Ch.
4 |
TMA |
|
04 |
Create a list of important outcomes of the trip. |
A Rendezvous with Idaho History, Ch.
4 |
TMA
EOC |
|
Instructional Objective
413.13 Describe the lifestyles of the mountain
men and explain the Rendezvous. |
Standard Reference
District 41313 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Create a mural showing scenes from A Rendezvous
with Idaho History |
A Rendezvous with Idaho History, Ch.
5 |
TMA |
|
02 |
Create a diorama that depicts the lifestyle
of the mountain man. |
|
TMA |
|
03 |
List clothing, food, and tools of the mountain
man. |
A Rendezvous with Idaho History, Ch.
5 |
TMA
EOC |
|
Instructional Objective
413.14 Explain the role of missionaries in
the development of Idaho. |
Standard Reference
4.SS.1.1.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Name different religions that have had an important
influence in Idaho history. |
|
TMA |
|
02 |
Place all the missions that were established
in Idaho on a map. |
A Rendezvous with Idaho History, Ch.
6 |
TMA |
|
03 |
List the different contributions each group
of missionaries has made to Idaho. |
A Rendezvous with Idaho History, Ch.
6 |
TMA
EOC |
|
04 |
Identify and trace on a U.S. map where the missionaries
started on their own journeys to Idaho. |
|
TMA |
|
05 |
Illustrate the contributions made by the various
missionary settlers in web or collage form. |
|
TMA |
|
Instructional Objective
413.15 Describe the preparations necessary
for the trip west to Idaho. |
Standard Reference
District 41315 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Write an itemized list of ten purchases needed
to survive on the trip west to Idaho and compare
it to an actual list used by the settlers. |
Oregon Trail II software program |
TMA
EOC |
|
02 |
Write a journal entry describing preparations
for a trip west to Idaho. Record and compare
the same items if a trip were to occur today. |
A Rendezvous with Idaho History, Ch.
7 |
TMA |
|
03 |
Describe a landform or climatic condition that
made travel for pioneers difficult. |
A Rendezvous with Idaho History, Ch.
7 |
TMA |
|
Instructional Objective
413.16 Compare how American
Indians and early settlers met their basic
needs of food, shelter, and water. |
Standard Reference
4.SS.3.1.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Use a Venn Diagram to compare and contrast the
basic needs of food, water, and shelter for Native
Americans and early settlers. |
A Rendezvous with Idaho History, Ch.
3 |
TMA |
|
02 |
Create a poster showing the natural resources
used by early settlers and/or Native Americans. |
A Rendezvous with Idaho History, Ch.
3 |
TMA |
|
Instructional Objective
413.17 Describe the role of the discovery
of gold and other minerals in the settlement
of Idaho. |
Standard Reference
4.SS.1.2.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Create a pictorial sequential timeline of a
mining settlement in Idaho. |
A Rendezvous with Idaho History, Ch.
8 |
TMA |
|
02 |
Justify why the discovery of gold led to the
settlement of Idaho. |
A Rendezvous with Idaho History, Ch.
8 |
TMA
EOC |
|
03 |
Map locations of gold mining settlements in
Idaho. |
A Rendezvous with Idaho History, Ch.
8 |
TMA |
|
04 |
Look up Mines in Idaho on the Internet. |
Internet |
TMA |
|
05 |
Write report on mining resources. |
Ch. 8; Internet |
TMA |
|
Instructional Objective
413.18 Identify the major groups and significant
individuals and their motives in the western
expansion and settlement in Idaho. |
Standard Reference
4.SS.1.2.1 |
|
Associated Instructional Objectives: |
|
|
Analyze and describe the immigrant experience
in Idaho. |
4.SS.1.2.3 |
|
Analyze the roles and relationships of diverse
groups of people from other parts of the world
who have contributed to Idaho’s cultural heritage
and impacted the state’s history. |
4.SS.5.1.1 |
|
Investigate the contributions and challenges
experienced by people from various cultural,
racial, and religious groups that settled in
Idaho from different parts of the world. |
4.SS.5.1.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Through an oral presentation explain the motives
of a group and their leader for coming west. |
|
TMA |
|
02 |
Analyze and describe the immigrant experience
in Idaho. |
|
TMA
EOC |
|
03 |
Research a major ethnic group who settled in
Idaho. |
|
TMA |
|
04 |
Compare the roles and relationships of diverse
groups of people from other parts of the world
who have contributed to Idaho’s cultural heritage
and impacted the state’s history. |
|
TMA |
|
05 |
Explore the contributions and challenges experienced
by people from various groups that settled in
Idaho from different parts of the world. |
|
TMA |
|
Instructional Objective
413.19 Analyze and describe how the westward
expansion impacted the American Indians in
Idaho. |
Standard Reference
4.SS.1.2.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Create a timeline of the Nez Perce conflict
with the United States Army. |
A Rendezvous with Idaho History, Ch.
9 |
TMA |
|
02 |
List three changes to the Native American way
of life due to westward migration. |
A Rendezvous with Idaho History, Ch.
9 |
TMA
EOC |
|
03 |
Map the route the Nez Perce took to escape the
US Army. |
A Rendezvous with Idaho History, Ch.
9 |
TMA |
|
04 |
Write a narrative regarding the events of the
Nez Perce War from the perspective of Chief Joseph
or General Howard. |
A Rendezvous with Idaho History, Ch.
9 |
TMA |
|
Instructional Objective
413.20 Explain the concept of public and private
property in the development of Idaho. |
Standard Reference
4.SS.3.1.5 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Define public and private property. |
|
TMA
EOC |
|
02 |
Using an Idaho map, identify public lands. |
|
TMA |
|
03 |
Participate in a mock debate between Native
Americans and early Idaho settlers on the concept.
of land ownership. |
|
TMA |
|
04 |
Illustrate public and private property by sectioning
off classroom into public and private lands. |
|
TMA |
|
05 |
Distinguish between the Indians’ view and settlers’ view
of ownership. |
|
TMA |
|
06 |
Compare and contrast how public and private
lands are maintained. |
|
TMA |
|
Instructional Objective
413.21 Explain how all cities, regions, and
states have histories. |
Standard Reference
District 41321 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Define "pre-history" and "history." |
Dictionary |
TMA
EOC |
|
02 |
Provide an oral presentation of how cities,
regions, and states have histories. |
|
TMA |
|
03 |
Create and present a HyperStudio or PowerPoint
presentation of an Idaho city, past and present. |
Pictures of Idaho cities, past and present |
TMA |
|
04 |
Discuss history as data, oral, legends, journals,
records of government, artifacts, and natural
events. |
|
TMA |
|
Instructional Objective
413.22 Analyze past and present settlement
patterns in Idaho. |
Standard Reference
4.SS.2.3.1 |
|
Associated Instructional Objective: |
|
|
Discuss the impact of settlement in Idaho on
American Indian tribal lands, such as aboriginal
and/or ceded territories, and the Treaties of
1855 and 1863. |
4.SS.2.3.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Draw pictures of your community comparing the
area in the 1800’s with today. |
|
TMA |
|
02 |
Research the history of individual towns of
Idaho. |
|
TMA |
|
03 |
Create a table comparing past and present settlement
patterns of various groups of people in Idaho.
Enter information throughout the year. |
|
TMA |
|
04 |
Given a group of people, tell why they settled
in a specific geographic region of Idaho. |
|
TMA
EOC |
|
05 |
Create a before and after mural showing the
environment with and without Native American
populations. |
|
TMA |
|
06 |
Describe the impact of settlement in Idaho on
American Indian tribal lands and discuss the
Treaties of 1855 and 1863. |
|
TMA |
|
Instructional Objective
413.23 Know how Native Americans and early
Idahoans governed themselves. |
Standard Reference
District 41323 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Research how early Idahoans governed themselves. |
|
TMA |
|
02 |
Create a Venn diagram comparing the governing
of Native Americans and early Idahoans. |
|
TMA |
|
03 |
Describe the difference between a tribe and
a band. |
|
TMA |
|
04 |
Set up a mock court- one for early settlers,
one for Native Americans, and present a trial
from two points of view. |
|
TMA |
|
Instructional Objective
413.24 Identify major events that lead to
Idaho statehood. |
Standard Reference
District 41324 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
List five events that led to Idaho Statehood. |
A Rendezvous with Idaho History, Ch.
3-10 |
TMA
EOC |
|
02 |
Find out what a territory must do to become
a state. Make a list of all the things that had
to be done before Idaho could ask to become a
state. |
|
TMA |
|
03 |
Depict the changes in the shape of Idaho from
territory to statehood. |
|
TMA |
|
Instructional Objective
413.25 Chronologically organize the events
that led to Idaho becoming a state. |
Standard Reference
District 41325 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Construct a timeline including five major events
leading to Idaho statehood, and discuss cause
and effect for each event. |
A Rendezvous with Idaho History, Ch.
10 |
TMA |
|
Instructional Objective
413.26 Describe the difference between state,
local, and tribal governments. |
Standard Reference
4.SS.4.2.2 |
|
Associated Instructional Objectives: |
|
|
Identify and explain the basic functions of
state and tribal governments. |
4.SS.4.2.3 |
|
Discuss current governmental organization of
American Indian tribes in Idaho. |
4.SS.4.2.5 |
|
Identify the people and groups who make, apply,
and enforce laws within state and tribal governments. |
4.SS.4.1.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify the hierarchy of government in Idaho
(i.e. city, county, state, and tribal). |
A Rendezvous with Idaho History, Ch.
2 |
TMA
EOC |
|
02 |
Create a map of Idaho including the counties
and major tribal areas. |
A Rendezvous with Idaho History, Ch.
2 |
TMA |
|
03 |
Describe the current governmental organization
of American Indian tribes in Idaho. |
|
TMA |
|
04 |
List the people and groups who make, apply,
and enforce laws within state and tribal governments. |
|
TMA |
|
Instructional Objective
413.27 Identify the three branches of state
government and explain the major responsibilities
of each. |
Standard Reference
4.SS.4.2.4 |
|
Associated Instructional Objective: |
|
|
Name elected state representatives at the legislative
and executive branches. |
4.SS.4.3.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Chart the functions of each of the branches
of State Government. |
|
TMA
EOC |
|
02 |
List the elected state representatives at the
legislative and executive branches. |
|
TMA |
|
Instructional Objective
413.28 Explain the democratic process in Idaho. |
Standard Reference
District 41328 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify qualifications of a voter in the State
of Idaho. |
|
TMA |
|
02 |
Construct a democratic means by which students
can make choices. (i.e. majority rule, forum
for discussion, vote) |
|
TMA |
|
03 |
Describe how a person would be elected to public
office. |
|
TMA
EOC |
|
04 |
Throughout the year employ democratic process
by voting on various issues. |
|
TMA |
|
Instructional Objective
413.29 Explain ways to contact elected state
representatives. |
Standard Reference
4.SS.4.3.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Learn the song "Here We Have Idaho" or "Celebrate
Idaho." |
Adopted Reference Materials |
TMA |
|
02 |
Examine parts of the Constitution relating to
rights of individuals. |
|
TMA |
|
03 |
Describe three ways to contact elected state
representatives. |
|
TMA |
|
Instructional Objective
413.30 Identify ways people can monitor and
influence the decisions and actions of their
state and tribal governments. |
Standard Reference
4.SS.4.3.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Using District poster of student expectations,
discuss ways in which a student can be part of
the school community. |
District Classroom Poster |
TMA |
|
02 |
Locate a newspaper article that features someone
being a good citizen. |
|
TMA |
|
03 |
Volunteer your services around the school, home,
church, and graph your experience. |
|
TMA |
|
04 |
Make a poster encouraging positive participation
in our community. |
|
TMA |
|
05 |
Give five examples of ways a student can participate
in public life. |
|
TMA
EOC |
|
Instructional Objective
413.31 Discuss the concepts of popular consent,
respect for the individual, equality of opportunity
and personal liberty. |
Standard Reference
4.SS.4.4.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
List the rights and privileges that early Idaho
or Native American children had compared to the
rights and privileges of children today. |
|
TMA |
|
02 |
Have a class meeting and make decisions about
any problems or activities that have arisen. |
|
TMA
EOC |
|
03 |
Define each phrase in the instructional objective
and list examples of each phrase. |
|
TMA |
|
Instructional Objective
413.32 Identify current events involving the
state of Idaho. |
Standard Reference
District 41332 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Define a current event. |
Dictionary |
TMA
EOC |
|
02 |
Create a student-generated newsletter, participate
in current events discussions, and create a current
events bulletin board. |
Newspaper |
TMA |
|
Instructional Objective
413.33 Identify ways the land in Idaho has
been changed by people, technology, and natural
forces. |
Standard Reference
District 41333 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Compare and contrast photos of a town from the
past to photos of today. |
A Rendezvous with Idaho History, Ch.
11 |
TMA |
|
02 |
Develop a map showing the major river ways and
railways used in early Idaho. |
A Rendezvous with Idaho History, Ch.
11; Map of Idaho |
TMA |
|
03 |
Compare photographs prior to the construction
of the Teton Dam before, and after the burst
of the dam in 1976. |
Photos from State Historical Society |
TMA |
|
04 |
Compare photographs of Challis, Idaho prior
to and after the 1983 earthquake. |
Photos from State Historical Society |
TMA |
|
05 |
Discuss the effects the mining industry has
had on the environment. |
|
TMA
EOC |
|
06 |
Discuss the effects the timber industry has
had on the environment. |
|
TMA |
|
07 |
Discuss the effects forest fires have on the
environment. |
|
TMA |
|
Instructional Objective
413.34 Describe examples of changes in transportation
and communication in relation to economic growth
in Idaho. |
Standard Reference
District 41334 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Compare and contrast transportation or communication
from the past and present. |
|
EOC
TMA |
|
02 |
Compare changes in transportation and communication
in relation to economic growth in Idaho. |
|
TMA |
|
03 |
Hypothesize how life on the Oregon Trail could
have been impacted by the use of cell phones. |
|
TMA |
|
Instructional Objective
413.35 Identify goods and services in early
Idaho settlements. |
Standard Reference
4.SS.3.1.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Research an early Idaho settlement. |
A Rendezvous with Idaho History, Ch.
11 |
TMA |
|
02 |
List the goods and services of an early Idaho
mining settlement. |
A Rendezvous with Idaho History, Ch.
11 |
TMA
EOC |
|
Instructional Objective
413.36 Describe how geographic features of
Idaho have determined the economic base of
Idaho’s regions. |
Standard Reference
4.SS.3.2.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Match various industries with appropriate geographic
locations in Idaho. |
A Rendezvous with Idaho History, Ch.
2 |
TMA
EOC |
|
02 |
Research the ideal growing conditions of various
crops grown in Idaho. |
|
TMA |
|
03 |
Research an Idaho industry and examine how geographic
features contribute to the success of that industry. |
|
TMA |
|
Instructional Objective
413.37 Explain the concepts of specialization
and division of labor. |
Standard Reference
4.SS.3.1.3 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Map, trace, and create a diagram identifying
the interrelated aspects of job skills within
the timber industry. |
|
TMA |
|
02 |
Analyze own school and create a class list of
people needed to run the school and how jobs
interrelate. |
|
TMA
EOC |
|
Instructional Objective
413.38 Explain the concepts of supply and
demand and scarcity. |
Standard Reference
4.SS.3.1.2 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Write the definitions for supply, demand, and
scarcity. |
A Rendezvous with Idaho History, Ch.
11; Dictionary |
TMA
EOC |
|
02 |
Set up a trading post and bargain with each
other for items. |
|
TMA |
|
03 |
Establish an economic and monetary system for
the class. |
|
TMA |
|
04 |
Given a scenario involving supply and demand,
explain the outcome. |
|
TMA |
|
05 |
Participate in a computer simulation activity
that depicts supply, demand, and scarcity. |
|
TMA |
|
Instructional Objective
413.39 Compare and contrast urban/rural, city/suburb/town,
farm/factory, and agricultural/industry. |
Standard Reference
4.SS.2.3.4 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Outline similarities /differences between the
two chosen groups. (example: urban/rural) |
|
TMA
EOC |
|
02 |
Argue and debate the benefits of each location,
trying to persuade others of your viewpoint. |
|
TMA |
|
Instructional Objective
413.40 Describe examples of technological
innovations in relation to economic growth
in Idaho. |
Standard Reference
4.SS.3.2.1 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Select a modern day invention and explain how
it has changed society. |
|
TMA
EOC |
|
02 |
Using a triorama, depict schools from the past,
present, and future. |
A Rendezvous with Idaho History, Ch.
11 |
TMA |
|
03 |
Research the railroad and its history in Idaho. |
A Rendezvous with Idaho History, Ch.
11 |
TMA |
|
04 |
List on a map the major industries of Idaho. |
A Rendezvous with Idaho History, Ch.
11 |
TMA |
|
05 |
Predict the impact socially, environmentally,
and economically on Idaho from a newly created
form of technology. |
|
TMA |
|
Instructional Objective
413.41 Explain how machines and technology
have affected the natural resources of Idaho. |
Standard Reference
District 41341 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify the natural resources of Idaho. |
A Rendezvous with Idaho History, Ch.
11 |
TMA
EOC |
|
02 |
Research and share the uses of the natural warm
springs located in East Boise. |
|
TMA |
|
03 |
Analyze the effects of the loss of a natural
resource and the effect on technology. |
A Rendezvous with Idaho History, Ch.
11 |
TMA |
|
04 |
Trace the path of a tree from a seeding to a
product. |
|
TMA |
|
Instructional Objective
413.42 Describe the involvement of Idaho’s
veterans in international conflicts. |
Standard Reference
District 41342 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Create a timeline of the wars in which Idaho
veterans would have been involved. |
A Rendezvous with Idaho History, Ch.
12 |
TMA |
|
02 |
Develop questions to ask a veteran pertaining
to their experiences in an international conflict. |
|
TMA
EOC |
|
03 |
Interview a veteran. |
|
TMA |
|
Instructional Objective
413.43 Name some of the contributions made
by individuals in bringing about industrial
changes to Idaho. |
Standard Reference
District 41343 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Given a list of individuals that brought about
industrial changes in Idaho, choose one and write
a report about, for instance, Albertson’s, Simplot
or Harriman. |
A Rendezvous with Idaho History, Ch.
12 |
TMA |
|
02 |
List inventions that were created by Idahoans. |
A Rendezvous with Idaho History, Ch.
12 |
TMA
EOC |
|
Instructional Objective
413.44 Identify significant Idaho leaders
and their contributions. |
Standard Reference
District 41344 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Match significant leaders with their contributions. |
A Rendezvous with Idaho History, Ch.
12 |
TMA
EOC |
|
02 |
Make an acrostic poem using any Idaho leader.
Include what their contribution was to Idaho. |
A Rendezvous with Idaho History, Ch.
12 |
TMA |
|
03 |
Write a mini-report on a famous Idahoan. |
A Rendezvous with Idaho History, Ch.
12 |
TMA |
|
Instructional Objective
413.45 Gather and use information on Idaho
History from primary and secondary sources. |
Standard Reference
District 41345 |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Define primary and secondary sources. |
|
TMA
EOC |
|
02 |
Interview an adult person born and raised in
Idaho and write their biography. |
|
TMA |
|
03 |
Research and display the habitats of native
Americans in Idaho. |
Idaho Historical Museum displays and staff. |
TMA |
|
04 |
Research the life of a famous Idahoan. Write
a report or make a project about their life. |
|
TMA |
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