New York State Learning Standards and Core Curriculum
NY.RI.4. Reading Standards for Informational Text
Key Ideals and Details
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.
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.
Range of Reading and Level of Text Complexity
RI.4.10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
NY.4P. Grade 4: Social Studies Practices
4P.A. Gathering, Interpreting, and Using Evidence
4P.A.5. Identify inferences.
NY.4. New York State and Local History and Government
4.5. IN SEARCH OF FREEDOM AND A CALL FOR CHANGE: Different groups of people did not have equal rights and freedoms. People worked to bring about change. The struggle for rights and freedoms was one factor in the division of the United States that resulted in the Civil War. (Standards: 1, 5; Themes: ID, TCC, SOC, CIV)
4.5a. There were slaves in New York State. People worked to fight against slavery and for change.
4.5a.2. Students will investigate people who took action to abolish slavery, including Samuel Cornish, Fredrick Douglass, William Lloyd Garrison, and Harriet Tubman.
4.5b. Women have not always had the same rights as men in the United States and New York State. They sought to expand their rights and bring about change.
4.5b.2. Students will investigate people who took action to bring about change, such as Amelia Bloomer, Sojourner Truth, Elizabeth Cady Stanton, Lucretia Mott, Susan B. Anthony, Matilda Joslyn Gage, and Elizabeth Blackwell. Students will explore what happened at the convention of women in Seneca Falls.
4.7. IMMIGRATION AND MIGRATION FROM THE EARLY 1800S TO THE PRESENT: Many people have immigrated and migrated to New York State contributing to its cultural growth and development. (Standards: 1, 3, 4, 5; Themes: ID, MOV, CIV, ECO, EXCH)
4.7b. Beginning in the 1890s, large numbers of African Americans migrated to New York City and other northern cities to work in factories.
4.7b.2. Students will investigate artists, writers, and musicians associated with the Harlem Renaissance.