Evidence of Student Attainment Vocabulary Knowledge/Skills CCSS/NGSS Instructional Achievement Level Descriptors Students can: Identify important people and events and describe their role in impacting New Mexico Alvar Nunez Cabeza de Vaca Estevan Frair Marcos de Niza Francisco Vasques de Coronado Don Juan de Onate Past and Present Governors State Officials Jim White Maria Martinez Ralph Bunche J. Robert Oppenheimer Spanish Explorers and Missionaries shaped modern cultures CCSS 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. CCSS RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. Level I: Able to identify at least three significant individuals and events in New Mexico history. Level II: Able to identify and explain the significance of at least 3 historical figures in New Mexico. Level III: Able to give examples of how two contemporary events or individuals are making a significant impact in New Mexico (NM/Texas water compacts, development of atomic bomb, immigration reform, Mexican grey wolf reintroduction). ADVANCED CURRICULUM Level IV: Able to analyze and trace the impact of historic events and individuals on one or two significant issues in New Mexico today (eg. land grants, cattle grazing leases, native sovereignty, water rights). Resources to Support this Section Online resources, printed media, and other resources are available through the PVSD Libraries. For assistance and support please call the main library at 455-2234. Online Resources New Mexico Office of the State Historian A rich collection of resources related to all aspects of New Mexico history, people, and culture. Includes articles, primary documents, videos, photos, and an extensive, interactive timeline.
Evidence of Student Attainment Vocabulary Knowledge/Skills CCSS/NGSS Instructional Achievement Level Descriptors Students can: Explain relationship with Canada and Mexico Trade Ports of Entry Market Columbus NAFTA Tariff Philippines Products are exported by New Mexico, mainly to the Philippines CCSS 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. Level I: Able to identify at least three significant, events, people or examples of culture in NM. Level II: Able to identify and describe at least three significant, people, events, or examples of culture in NM history. Level III: Able to give examples of the impact of NM events, people or culture on modern day North America. ADVANCED CURRICULUM Level IV: Able to argue, through detailed example, the way in which one significant, NM event, individual or cultural component has shaped life in present day North America through food, art, shelter or language. Resources to Support this Section Online resources, printed media, and other resources are available through the PVSD Libraries. For assistance and support please call the main library at 455-2234. Online Resources New Mexico Office of the State Historian A rich collection of resources related to all aspects of New Mexico history, people, and culture. Includes articles, primary documents, videos, photos, and an extensive, interactive timeline. New Mexico True: New Mexico’s True History Very general and brief descriptions of New Mexico history and more comprehensive lists of historic sites with photos. New Mexico Art Tells New Mexico History From the New Mexico Museum of Art, images of artworks are supplemented with text and a rich collection of links.
Common Core Social Studies Pacing Guide 4th Grade STRAND K-4 Geography Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments. K-4 Benchmark II-A: Understand the concept of location by using and constructing maps, globes, and other geographic tools to identify and derive information about people, places, and environments Standard 2-A Grade 4: 1. Apply geographic tools of title, grid system, legends, symbols, scale and compass rose to construct and interpret maps 2. Translate geographic information into a variety of formats such as graphs, maps, diagrams and charts; 3. Draw conclusions and make generalizations from geographic information and inquiry Quarter 1: Apply geographic tools of title, grid system, legends, symbols, scale and compass rose to construct and interpret maps Translate geographic information into a variety of formats such as graphs, maps, diagrams and charts Draw conclusions and make generalizations from geographic information and inquiry Quarter 2: Draw conclusions and make generalizations from geographic information and inquiry Quarter 3: Draw conclusions and make generalizations from geographic information and inquiry Quarter 4: Draw conclusions and make generalizations from geographic information and inquiry
Common Core Social Studies Pacing Guide 4th Grade STRAND K-4 Geography Content Standard II: Students understand how physical, natural, and cultural processes influence where people live, the ways in which people live, and how societies interact with one another and their environments. K-4 Benchmark II-C: Be familiar with aspects of human behavior and and natural environments in order to recognize their impact on the past and present Standard 2-C Grade 4: 1. Explain how geographic factors have influenced people, including settlement patterns and population distribution in New Mexico past and present. 2. Describe how environments, both natural and man-made, have influenced people and events over time, and describe how places change. 3. Understand how visual data (e.g., maps, graphs, diagrams, tables, charts) organizes and presents geographic information. Quarter 1: Explain how geographic factors have influenced people, including settlement patterns and population distribution in New Mexico past and present. Describe how environments, both natural and man-made, have influenced people and events over time, and describe how places change. Understand how visual data (e.g., maps, graphs, diagrams, tables, charts) organizes and presents geographic information. Quarter 2: Quarter 3: Quarter 4: made
which people live, and how societies interact with one another and their environments. Grade 4: 1. Describe how cultures change. 2. Describe how geographic factors influence the location and distribution of economic activities. 3. Describe types and patterns of settlements. 4. Identify the causes of human migration. 5. Describe how and why people create boundaries and describe types of boundaries. Quarter 1: Quarter 2: Describe how cultures change. Describe how geographic factors influence the location and distribution of economic activities. Describe types and patterns of settlements. Identify the causes of human migration. Describe how and why people create boundaries and describe types of boundaries. Quarter 3: Quarter 4: Evidence of Student Attainment Vocabulary Knowledge/Skills CCSS/NGSS Instructional Achievement Level Descriptors Students can: Migration People migrate according to need. NM has a mix of CCSS W.4.7 Conduct short research projects that build knowledge through Level I: Able to identify characteristics of culture.
particular emphasis on the United States and New Mexico constitutions and how governments function at local, state, tribal, and national levels. Grade 4: 1. Explain how the organization of New Mexico’s government changed during its early history. 2. Compare how the State of New Mexico serves national interests and the interests of New Mexicans. 3. Explain the difference between making laws, carrying out the laws, and determining if the laws have been broken, and identify the government bodies that perform these functions at the local, state, tribal, and national levels Quarter 1: Quarter 2: Quarter 3: Explain how the organization of New Mexico’s government changed during its early history. Compare how the State of New Mexico serves national interests and the interests of New Mexicans. Explain the difference between making laws, carrying out the laws, and determining if the laws have been broken, and identify the government bodies that perform these functions at the local, state, tribal, and national levels Quarter 4: Evidence of Student Attainment Vocabulary Knowledge/Skills CCSS/NGSS Instructional Achievement Level Descriptors Students can: Describe the organization of government in NM and County City State govt. = Santa Fe CCSS RI.4.4 Determine the meaning of general academic and domain-specific Level I: Able to identify the three branches of government: legislative, executive, and judicial and their separate duties.
history of the founding documents of the United States with particular emphasis on the United States and New Mexico constitutions and how governments function at local, state, tribal, and national levels. Grade 4: Compare and contrast how the various governments have applied rules/laws, majority rule, “public good,” and protections of the minority in different periods of New Mexico’s history Quarter 1: Quarter 2: Quarter 3: Compare and contrast how the various governments have applied rules/laws, majority rule, “public good,” and protections of the minority in different periods of New Mexico’s history Quarter 4: Evidence of Student Attainment Vocabulary Knowledge/Skills CCSS/NGSS Instructional Achievement Level Descriptors Students can: Majority rule Become familiar with the basic purposes of government CCSS RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, Level I: Able to recognize and identify at least three well known national or local icons or symbols.
Content Standard IV: Students understand basic economic principles and use economic reasoning skills to analyze the impact of economic systems (including the market economy) on individuals, families, businesses, communities, and governments K-4 Benchmark IV-B: Understand that economic systems impact the way individuals, households, businesses, governments, and societies make decisions about goods and services. Standard 4-B Grade 4: 1. Understand how the characteristics and benefits of the free enterprise system in New Mexico compares to other economic systems in New Mexico (e.g., acequia sytems). 2. Explain that government raises money by taxing and borrowing to pay for the goods and services it provides Quarter 1: Quarter 2: Quarter 3: Explain that government raises money by taxing and borrowing to pay for the goods and services it provides Quarter 4: Understand how the characteristics and benefits of the free enterprise system in New Mexico compares to other economic systems in New Mexico (e.g., acequia sytems). Evidence of Student Attainment Vocabulary Knowledge/Skills CCSS/NGSS Instructional Achievement Level Descriptors
Content Standard IV: Students understand basic economic principles and use economic reasoning skills to analyze the impact of economic systems (including the market economy) on individuals, families, businesses, communities, and governments K-4 Benchmark IV-C: Understand the patterns and results of trade and exchange among individuals, households, businesses, governments, and societies, and their interdependent qualities. Standard 4-C Grade 4: 1. Identify patterns of work and economic activity in New Mexico and their sustainability over time (e.g., farming, ranching, mining, retail, transportation, manufacturing, tourism, high tech). 2. Explain how New Mexico, the United States, and other parts of the world are economically interdependent. 3. Explain that banks handle currency and other forms of money and serve as intermediaries between savers and borrowers. 4. Explain that money can be used to express the “market value” of goods and services in the form of prices. 5. Use data to explain an economic pattern. Quarter 1: Quarter 2: Quarter 3: Quarter 4: Identify patterns of work and economic activity in New Mexico and their sustainability over time (e.g., farming, ranching, mining, retail, transportation, manufacturing, tourism, high tech). Explain how New Mexico, the United States, and other parts of the world are economically interdependent. Use data to explain an economic pattern. Explain that banks handle currency and other forms of money and serve as intermediaries between savers and borrowers. Explain that money can be used to express the “market value” of goods and services in the form of prices. Evidence of Student Attainment Vocabulary Knowledge/Skills CCSS/NGSS Instructional Achievement Level Descriptors