Leveled Readers. Primary Source Readers: Controlling Florida: Primary Source Readers: Florida in the Early. Primary Source Readers: Florida s Economy:

Source Readers: Civil and Reconstruction in Source Readers: Controlling : Source Readers: Exploring s Source Readers: Finding : Source Readers: in the Early Source Readers: s American Source Readers: s Economy: Source Readers: s Fight for 4.A.3.3 NGSSS Source Readers: s Government: Source Readers: Growth of : Rawlings: Writing in Rural : Culture, Customs, and Conflict Analyzing and Writing with Identify the significance of St. Augustine as the oldest permanent European settlement in the United States. 4.A.3.7 4.A.3.6 4.A.3.5 4.A.3.4 Explain the purpose of and daily life on missions (San Luis de Talimali in present-day Tallahassee). Identify the significance of Fort Mose as the first free African community in the United States. Identify the effects of Spanish rule in. Identify nations (Spain, France, England) that controlled before it became a United States territory. 4.A.4.2 4.A.4.1 4.A.3.9 4.A.3.8 Explain how the Seminole tribe formed and the purpose for their migration. Explain how (Adams-Onis Treaty) became a U.S. territory. Explain the effects of technological advances on. Describe pioneer life in. 4.A.5.1 Describe s involvement (secession, blockades of ports, the battles of Ft. Pickens, Olustee, Ft. Brooke, Natural Bridge, food supply) in the Civil. 4.A.5.2 Summarize challenges Floridians faced during Reconstruction. 1 (800) 858-7339 www.tcmpub.com i17047 Updated 12/02/2016 Exploring Social Studies: Grade 4 Page 2 of 5

Source Readers: Civil and Reconstruction in Source Readers: Controlling : Source Readers: Exploring s Source Readers: Finding : Source Readers: in the Early Source Readers: s American Source Readers: s Economy: 4.G.1.1 NGSSS Source Readers: s Fight for Source Readers: s Government: Source Readers: Growth of : Rawlings: Writing in Rural : Culture, Customs, and Conflict Analyzing and Writing with Identify physical features of. 4.E.1.2 4.E.1.1 4.G.1.4 4.G.1.3 4.G.1.2 Locate and label cultural features on a map. Explain how weather impacts. Interpret political and physical maps using map elements (title, compass rose, cardinal directions, intermediate directions, symbols, legend, scale, longitude, latitude). Identify entrepreneurs from various social and ethnic backgrounds who have influenced and local economy. Explain s role in the national and international economy and conditions that attract businesses to the state. 4.C.2.3 4.C.2.2 4.C.2.1 4.C.1.1 Describe how s constitution protects the rights of citizens and provides for the structure, function, and purposes of state government. Discuss public issues in that impact the daily lives of its citizens. Identify ways citizens work together to influence government and help solve community and state problems. Explain the importance of public service, voting, and volunteerism. 1 (800) 858-7339 www.tcmpub.com i17047 Updated 12/02/2016 Exploring Social Studies: Grade 4 Page 4 of 5

4.RI.2.4 4.RI.1.3 4.RI.1.2 4.RI.1.1 4.RL.1.1 LAFS Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 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. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. 1 (800) 858-7339 www.tcmpub.com Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Determine the main idea of a text and explain how it is supported by key details; summarize the text. i17048 Updated 12/02/2016 Exploring Social Studies: Grade 4 Analyzing and Writing with Leveled Readers : Culture, Customs, and Conflict Rawlings: Writing in Rural Source Readers: Growth of : Source Readers: s Government: Source Readers: s Fight for Source Readers: s Economy: Source Readers: s American Source Readers: in the Early Source Readers: Finding : Source Readers: Exploring s Source Readers: Controlling : Source Readers: Civil and Reconstruction in Correlation to the Language Arts Standards (LAFS) Page 1 of 7

Source Readers: Civil and Reconstruction in Source Readers: Controlling : Source Readers: Exploring s Source Readers: Finding : Source Readers: in the Early Source Readers: s American Source Readers: s Economy: Source Readers: s Fight for Source Readers: s Government: Source Readers: Growth of : Rawlings: Writing in Rural : Culture, Customs, and Conflict 4.RI.2.5 4.RI.2.6 LAFS 4.RI.3.7 Analyzing and Writing with Describe the overall structure (e.g., chronology, comparison, cause/ effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. 4.RI.3.8 4.RI.3.9 Explain how an author uses reasons and evidence to support particular points in a text. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. 4.RI.4.10 4.W.1.1.a 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. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer s purpose. 4.W.1.1.b Provide reasons that are supported by facts and details. 1 (800) 858-7339 www.tcmpub.com i17048 Updated 12/02/2016 Exploring Social Studies: Grade 4 Page 2 of 7

Source Readers: Civil and Reconstruction in Source Readers: Controlling : Source Readers: Exploring s Source Readers: Finding : Source Readers: in the Early Source Readers: s American Source Readers: s Economy: Source Readers: s Fight for Source Readers: s Government: Source Readers: Growth of : Rawlings: Writing in Rural : Culture, Customs, and Conflict 4.W.1.1.c 4.W.1.1.d LAFS Analyzing and Writing with Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition). Provide a concluding statement or section related to the opinion presented. 4.W.1.2.a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. 4.W.1.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. 4.W.1.2.c 4.W.1.2.d 4.W.1.2.e Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented. 1 (800) 858-7339 www.tcmpub.com i17048 Updated 12/02/2016 Exploring Social Studies: Grade 4 Page 3 of 7

Source Readers: Civil and Reconstruction in Source Readers: Controlling : Source Readers: Exploring s Source Readers: Finding : Source Readers: in the Early Source Readers: s American Source Readers: s Economy: Source Readers: s Fight for Source Readers: s Government: Source Readers: Growth of : Rawlings: Writing in Rural : Culture, Customs, and Conflict 4.W.1.3.a LAFS Analyzing and Writing with Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. 4.W.1.3.b Use dialogue and description to develop experiences and events or show the responses of characters to situations. 4.W.1.3.c Use a variety of transitional words and phrases to manage the sequence of events. 4.W.1.3.d Use concrete words and phrases and sensory details to convey experiences and events precisely. 4.W.1.3.e 4.W.2.4 4.W.2.5 Provide a conclusion that follows from the narrated experiences or events. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1 3 above.) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. 1 (800) 858-7339 www.tcmpub.com i17048 Updated 12/02/2016 Exploring Social Studies: Grade 4 Page 4 of 7

Source Readers: Civil and Reconstruction in Source Readers: Controlling : Source Readers: Exploring s Source Readers: Finding : Source Readers: in the Early Source Readers: s American Source Readers: s Economy: Source Readers: s Fight for Source Readers: s Government: Source Readers: Growth of : Rawlings: Writing in Rural : Culture, Customs, and Conflict 4.W.3.7 4.W.3.9.a LAFS 4.W.3.9.b Analyzing and Writing with Conduct short research projects that build knowledge through investigation of different aspects of a topic. Apply grade 4 Reading standards to literature (e.g., Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character s thoughts, words, or actions]. ). Apply grade 4 Reading standards to informational texts (e.g., Explain how an author uses reasons and evidence to support particular points in a text ). 4.W.4.10 4.L.2.3.a Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Choose words and phrases to convey ideas precisely. 4.L.3.6 Acquire and use accurately general academic and domain-specific words and phrases as found in grade level appropriate texts, including those that signal precise actions, emotions, or states of being (e.g., wildlife, conservation, and endangered when discussing animal preservation). K12.R.1.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. K12.R.1.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 1 (800) 858-7339 www.tcmpub.com i17048 Updated 12/02/2016 Exploring Social Studies: Grade 4 Page 5 of 7

Source Readers: Civil and Reconstruction in Source Readers: Controlling : Source Readers: Exploring s Source Readers: Finding : Source Readers: in the Early Source Readers: s American Source Readers: s Economy: Source Readers: s Fight for Source Readers: s Government: Source Readers: Growth of : Rawlings: Writing in Rural : Culture, Customs, and Conflict K12.R.2.4 LAFS Analyzing and Writing with Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. K12.R.2.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. K12.R.3.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. K12.W.1.1 K12.W.1.2 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. K12.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. K12.W.2.4 K12.W.2.5 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 1 (800) 858-7339 www.tcmpub.com i17048 Updated 12/02/2016 Exploring Social Studies: Grade 4 Page 6 of 7

Exploring Social Studies: Edition Curriculum Map Grade 4 Unit Content Focus Readers Unit 1 Exploration and Growth of 4.A.2.1 Compare Native American tribes in. 4.A.3.8 Explain how the Seminole tribe formed and the purpose for their migration. 4.A.3.10 Identify the causes and effects of the Seminole s. 4.A.3.1 Identify explorers who came to and the motivations for their expeditions. 4.A.3.2 Describe causes and effects of European colonization on the Native American tribes of. 4.A.3.3 Identify the significance of St. Augustine as the oldest permanent European settlement in the United States. 4.A.3.4 Explain the purpose of and daily life on missions (San Luis de Talimali in present-day Tallahassee). 4.A.3.5 Identify the significance of Fort Mose as the first free African community in the United States. 4.A.3.6 Identify the effects of Spanish rule in. 4.A.3.7 Identify nations (Spain, France, England) that controlled before it became a United States territory. 4.A.3.9 Explain how (Adams-Onís Treaty) became a U.S. territory. 4.A.4.1 Explain the effects of technological advances on. 4.A.4.2 Describe pioneer life in. s American The Seminoles of : Culture, Customs, and Conflict Finding : Controlling : Growth of : Comparing Cultures Lesson The Seminole s Lesson s Founder Lesson Attack on St. Augustine Lesson Railroads Bring Changes Lesson Pioneer Life Lesson www.tcmpub.com 800-858-7339 https://www.teachercreatedmaterials.com/administrators/special-resources/florida-resources/ 85855

Exploring Social Studies: Edition Curriculum Map Grade 4 Unit Content Focus Readers 4.A.5.1 Describe s involvement (secession, blockades of ports, the Civil and Reconstruction in The Civil Comes to Lesson battles of Ft. Pickens, Olustee, Ft. Brooke, Natural Bridge, food supply) in the Civil. Unit 2 Civil and Reconstruction in Unit 3 Emergence of Modern 4.A.5.2 Summarize challenges Floridians faced during Reconstruction. 4.A.6.3 Describe the contributions of significant individuals to. 4.A.6.4 Describe effects of the Spanish-American on. 4.A.7.1 Describe the causes and effects of the 1920s land boom and bust. 4.A.7.2 Summarize challenges Floridians faced during the Great Depression. 4.A.7.3 Identify s role in World II. 4.A.6.3 Describe the contributions of significant individuals to. 4.A.7.2 Summarize challenges Floridians faced during the Great Depression. 4.A.6.3 Describe the contributions of significant individuals to. 4.A.8.1 Identify s role in the civil rights movement. Jonathan Clarkson The Spanish-American in the Early 20 th Century: Boom and Bust Marjorie Kinnan Rawlings: Writing in Rural s Fight for Mary McLeod Bethune: After the Civil Lesson The Spanish-American Lesson Through the Eyes of Hurston Lesson World II Lesson Civil Rights Movement Lesson www.tcmpub.com 800-858-7339 https://www.teachercreatedmaterials.com/administrators/special-resources/florida-resources/ 85855

Exploring Social Studies: Edition Curriculum Map Grade 4 Unit Content Focus Readers Unit 4 Contemporary 4.C.1.1 Describe how s constitution protects the rights of citizens and provides for the structure, function, and purposes of state government. 4.C.2.1 Discuss public issues in that impact the daily lives of its citizens. 4.C.2.2 Identify ways citizens work together to influence government and help solve community and state problems. 4.C.2.3 Explain the importance of public service, voting, and volunteerism. 4.C.3.1 Identify the three branches (legislative, judicial, executive) of government in and the powers of each. 4.C.3.2 Distinguish between state (governor, state representative, or senator) and local government (mayor, city commissioner). s Government: 4.G.1.1 Identify physical features of. 4.G.1.2 Locate and label cultural features on a map. 4.G.1.3 Explain how weather impacts. 4.G.1.4 Interpret political and physical maps using map elements (title, compass rose, cardinal directions, intermediate directions, symbols, legend, scale, longitude, latitude). Exploring s s Climate Lesson 4.A.8.2 Describe how and why immigration impacts today. 4.A.8.3 Describe the effect of the United States space program on s economy and growth. 4.A.8.4 Explain how tourism affects s economy and growth. 4.E.1.2 Explain s role in the national and international economy and conditions that attract businesses to the state. 4.A.6.2 Summarize contributions immigrant groups made to. 4.E.1.1 Identify entrepreneurs from various social and ethnic backgrounds who have influenced and local economy. s Economy: Lue Gim Gong: The Immigration in Then and Now Lesson The Space Race Comes to Lesson Disney Brings Dollars Lesson www.tcmpub.com 800-858-7339 https://www.teachercreatedmaterials.com/administrators/special-resources/florida-resources/ 85855