Connecticut Standards 4th Grade Social Studies Activities
Printable Fourth Grade Social Studies Worksheets and Study Guides.
U.S. Court SystemWorksheets: 3Study Guides: 1U.S. PresidentsFreeWorksheets: 5Study Guides: 1U.S. SenateWorksheets: 3Study Guides: 1Westward ExpansionWorksheets: 4Study Guides: 1
CT.1. Civics and Government: United States Constitution and Government: Students will apply knowledge of the U.S. Constitution, how the U.S. system of government works and how the rule of law and the value of liberty and equality have an impact on individual, local, state and national decisions.
1.3. Recognize the Constitution, including the Bill of Rights, as an important document that guides our country and limits the power of the government.
1.5. Apply the process of how leaders are selected and how people monitor and influence decisions of their government.
1.6. Identify the location of seats of government at the local, state and national levels.
1.7. Apply the concepts of liberty, tolerance and majority rule and how they relate to individual rights.
CT.1. Economics: Limited Resources: Students will demonstrate that because human, natural and capital resources are limited, individuals, households, businesses and governments must make choices.
1.1. Define scarcity and abundance.
1.2. Identify goods and services and give an example of each.
1.3. Identify and give examples of resources: human, natural and capital, and explain how they are used.
1.5. Identify alternative uses of resources found in their home, school or neighborhood.
CT.1. Geography: Places and Regions: Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.
1.1. Define and identify natural and human characteristics of places.
1.2. Explain how human and natural processes shape places.
1.4. Observe and describe how places and regions are identified, defined and bounded.
1.5. Locate places within their own and nearby communities in Connecticut.
1.6. Locate major physical and human features in the New England region and the United States.
CT.1. History: Historical Thinking: Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation; understanding competing narratives and interpretation; and constructing narratives and interpretation.
1.1. Gather historical data from multiple sources.
1.2. Engage in reading challenging primary and secondary historical source materials, some of which is contradictory and requires questioning of validity.
1.3. Describe sources of historical information.
1.4. Identify the main idea in a source of historical information.
1.5. Identify ways different cultures record their histories, compare past and present.
1.6. Situations and events, and present findings in appropriate oral, written and visual ways.
1.8. Write short narratives and statements of historical ideas and create other.
CT.2. Civics and Government: Rights and Responsibilities of Citizens: Students will demonstrate knowledge of the rights and responsibilities of citizens to participate in and shape public policy, and contribute to the maintenance of our democratic way of life.
2.1. Explain the meaning and important characteristics of citizenship in the United States.
2.2. Identify the rights of citizens in a democratic society and explain why certain responsibilities are important to themselves, their families, community, state and nation.
2.4. Explain the importance of taking an active role in political leadership and public service in their school and community.
2.5. Exercise political participation by discussing public issues, building consensus and becoming involved in politics.
CT.2. Economics: Economic Systems: Students will demonstrate that various economic systems coexist, and that economic decisions are made by individuals and/or governments, influenced by markets, cultural traditions, individuals and governments in the allocation of goods and services.
2.1. Identify the three basic questions all economic systems must answer: a) What will be produced? b) How will it be produced? c) For whom will it be produced?
2.2. Explain that there are different economic systems in the world and that these systems use different means to produce, distribute and exchange goods and services.
2.3. Explain that a market exists whenever buyers and sellers exchange goods and services.
2.4. Define a consumer and a producer and their roles in a market system.
2.7. Explain that government raises money by taxing and borrowing to pay for the goods and services it provides.
CT.2. Geography: Physical Systems: Students will use spatial perspective to explain the physical processes that shape the Earth's surface and its ecosystems.
2.1. Identify the types of physical systems and their characteristics that affect the Earth's surface Demonstrate how Earth-sun relationships shape climate and vegetation patterns.
2.2. Explain the factors that affect the location, distribution and associations of features of the physical environment.
2.4. Draw a simple map of continents and oceans.
2.5. Locate Earth's major physical and human features (including cities, countries, bodies of water, etc.).
CT.2. History: Local, United States and World History: Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.
2.1. Demonstrate a familiarity with peoples, events and places from a broad spectrum of human experience through selected study from historical periods and from the various regions (e.g., East Asia, Europe, the Americas, Africa, South Asia, and West Asia).
2.2. Locate the events, peoples and places they have studied in time and place (e.g., on a time line and map) relative to their own location.
2.3. Demonstrate knowledge of major trends in state and local history, including history of original peoples, early settlements and selected changes over the past two centuries.
CT.3. Civics and Government: Political Systems: Students will explain that political systems emanate from the need of humans for order, leading to compromise and the establishment of authority.
3.2. Describe the need for a limited government so that people can be treated fairly.
3.4. Identify protection of individual rights and promotion of the common good.
3.5. Identify what governments can and cannot do.
3.6. Explain that it is important to limit government so that individual rights can be protected.
CT.3. Economics: Economic Interdependence: Students will demonstrate how the exchange of goods and services by individuals, groups and nations create economic interdependence and change.
3.2. Describe how the ex-change of goods and services around the world creates interdependence among people in different places.
CT.3. Geography: Human Systems: Students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world.
3.2. Identify the political, social and economic units of an area.
3.3. Understand the elements of culture and how they change.
3.4. Locate Earth's major physical and human features (including cities, countries, bodies of water, etc.).
3.5. Explain locations and characteristics of human settlements and how they have changed over time.
3.6. Describe the characteristics of a physical and a human system.
3.7. Locate places within their own and nearby communities in Connecticut.
3.8. Locate major physical and human features in the New England region and the United States.
CT.3. History: Historical Themes: Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.
3.1. Recognize that people develop traditions that transmit their beliefs and ideals.
3.2. Examine family life and cultures of different peoples at different times in history.
3.3. Explain different types of conflict, different ways in which conflicts have been resolved, and different ways that conflicts and their resolutions have affected people.
3.4. Describe and explain some of the reasons people have moved and relate these reasons to some historic movements of large groups of people.
3.5. Describe some goods, products and ideas which were exchanged as the result of movement.
3.6. Describe the impact of various technological developments on the local community and on the nation.
3.7. Identify individual achievements of scientists and inventors from many cultures and different historical periods and describe their achievements.
CT.4. Civics and Government: International Relations: Students will demonstrate an understanding of how the major elements of international relations and world affairs affect their lives and the security and well-being of their community, state and nation.
4.1. Explain how communities and nations interact with one another.
4.2. Describe ways in which communities and nations influence each other.
CT.4. Geography: Human and Environmental Interaction: Students will use geographic tools and technology to explain the interactions of humans and the larger environment, and the evolving consequences of those interactions.
4.1. Explain the characteristics and purposes of maps, globes and other geographical tools and technologies.
4.2. Create information from maps, globes and geographic models in graphs, diagrams and charts.
4.3. Use maps, globes, graphs, models, computer programs and texts, as appropriate.
4.4. Explain how human and natural processes shape places.
4.5. Explain ways in which humans use and interact with environments.
4.6. Identify locations of various economic activities and understand how physical and human factors influence them.
CT.4. History: Applying History: Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.
4.1. Exhibit curiosity and pose questions about the past when presented with artifacts, records or other evidence of the past.
4.2. Seek historical back-ground when confronted with problems and issues of the past, as well as of today's world and their own lives.
4.4. Display empathy for people who have lived in the past.
4.5. Recognize relationships between events and people of the past and present circumstances, concerns and developments.
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