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Tularosa Municipal School District: |
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Tularosa Grade 4 |
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Social Studies - Grade 4 Q4 |
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Analysis: Develop Skills
The learner will be able to
develop historical analysis skills.
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Analysis: Sources/Multiple
The learner will be able to
analyze historical events using multiple sources.
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Data Interpretation: Graph/Series
The learner will be able to
draw conclusions from the information presented in series of graphs.
| Strand |
Scope |
Source |
| Data Interpretation |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Data Interpretation: Chart/Graph/Analyze
The learner will be able to
analyze data presented in a chart or graph.
| Strand |
Scope |
Source |
| Data Interpretation |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Geography II-A
The learner will be able to
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.
| Strand |
Scope |
Source |
| Earth Attributes |
Master |
Tularosa Municipal Schools Curriculum Standards 2006 |
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Geography II-B
The learner will be able to
1. Identify a region as an area with unifying characteristics (e.g., human, weather, agriculture, industry, natural characteristics).2. Describe the regions of New Mexico, the United States, and the Western Hemisphere.3. Identify ways in which different individuals and groups of people view and relate to places and regions.
| Strand |
Scope |
Source |
| Earth Attributes |
Master |
Tularosa Municipal Schools Curriculum Standards 2006 |
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Geography II-C
The learner will be able to
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.
| Strand |
Scope |
Source |
| Earth Attributes |
Master |
Tularosa Municipal Schools Curriculum Standards 2006 |
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Geography II-E
The learner will be able to
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.
| Strand |
Scope |
Source |
| Earth Attributes |
Master |
Tularosa Municipal Schools Curriculum Standards 2006 |
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Civics and Government III-A
The learner will be able to
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.
| Strand |
Scope |
Source |
| American Identity |
Master |
Tularosa Municipal Schools Curriculum Standards 2006 |
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Civics and Government III-B
The learner will be able to
1. Describe various cultures and the communities they represent, and explain how they have evolved over time.
| Strand |
Scope |
Source |
| American Identity |
Master |
Tularosa Municipal Schools Curriculum Standards 2006 |
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Civics and Government III-C
The learner will be able to
1. 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.
| Strand |
Scope |
Source |
| American Identity |
Master |
Tularosa Municipal Schools Curriculum Standards 2006 |
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Civics and Government III-D
The learner will be able to
1. Explain the difference between rights and responsibilities, why we have rules and laws, and the role of citizenship in promoting them.2. Examine issues of human rights.
| Strand |
Scope |
Source |
| American Identity |
Master |
Tularosa Municipal Schools Curriculum Standards 2006 |
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Economics IV-A
The learner will be able to
1. Understand when choices are made that those choices impose "opportunity costs."2. Describe different economic, public, and/or community incentives (wages, business profits, amenities rights for property owners and renters).3. Illustrate how resources can be used in alternative ways and, sometimes, allocated to different users.4. Explain why there may be unequal distribution of resources (e.g., among people, communities, states, nations).5. Understand and explain how conflict may arise between private and public incentives (e.g., new parks, parking structures).
| Strand |
Scope |
Source |
| Currency |
Master |
Tularosa Municipal Schools Curriculum Standards 2006 |
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Economics IV-B
The learner will be able to
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 systems).2. Explain that government raises money by taxing and borrowing to pay for the goods and services it provides.
| Strand |
Scope |
Source |
| Currency |
Master |
Tularosa Municipal Schools Curriculum Standards 2006 |
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Economics IV-C
The learner will be able to
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.
| Strand |
Scope |
Source |
| Currency |
Master |
Tularosa Municipal Schools Curriculum Standards 2006 |
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State History: Summary of Events
The learner will be able to
summarize the events within his/her state history.
| Strand |
Scope |
Source |
| State History |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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State History: Geography
The learner will be able to
understand how geography has impacted his/her state history.
| Strand |
Scope |
Source |
| State History |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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State History: Population
The learner will be able to
understand changes in population over time within his/her state.
| Strand |
Scope |
Source |
| State History |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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State History: Relationship to Nation
The learner will be able to
identify how his/her state history relates to the history of the nation.
| Strand |
Scope |
Source |
| State History |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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State History: Role/American Revolution
The learner will be able to
explain his/her state's role in the American Revolution.
| Strand |
Scope |
Source |
| State History |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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State History: Revolution-Civil War
The learner will be able to
describe the social and political climate in his/her state from the American Revolution through the Civil War.
| Strand |
Scope |
Source |
| State History |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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State History: Role/Civil War
The learner will be able to
explain his/her state's role in the Civil War.
| Strand |
Scope |
Source |
| State History |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Revolutionary War: Contributing Factors
The learner will be able to
identify the factors contributing to the onset of the American Revolution.
| Strand |
Scope |
Source |
| Revolutionary War |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Revolutionary War: Affect/Nation
The learner will be able to
explain how the Revolutionary War affected the nation.
| Strand |
Scope |
Source |
| Revolutionary War |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Symbols: Pledge/Key Ideas
The learner will be able to
recognize how the key ideas and values of American democracy are reflected in the Pledge of Allegiance.
| Strand |
Scope |
Source |
| Historical Symbols |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Symbols: National Anthem/Meaning
The learner will be able to
explain the meaning of the national anthem.
| Strand |
Scope |
Source |
| Historical Symbols |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Symbols: Patriotic Songs/Key Ideas
The learner will be able to
recognize how the key ideas and values of American democracy are reflected in patriotic songs.
| Strand |
Scope |
Source |
| Historical Symbols |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Symbols: Statue of Liberty/Meaning
The learner will be able to
explain the meaning of the Statue of Liberty.
| Strand |
Scope |
Source |
| Historical Symbols |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Symbols: Democratic Principles
The learner will be able to
associate a symbol (e.g., Liberty Bell) with democratic principles (e.g., freedom).
| Strand |
Scope |
Source |
| Historical Symbols |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Symbols: Government
The learner will be able to
understand the relationship between historical symbols and the government.
| Strand |
Scope |
Source |
| Historical Symbols |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Migration: Various Movements
The learner will be able to
demonstrate knowledge of the various movements of large groups of people, such as westward and northward migrations.
| Strand |
Scope |
Source |
| Migration |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Western Development: Pioneers/Describe
The learner will be able to
describe early pioneers' expansion of the West.
| Strand |
Scope |
Source |
| Western Development |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Civil War: Events/Identify
The learner will be able to
identify events that led to Civil War.
| Strand |
Scope |
Source |
| Civil War |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Civil War: Significant Battles/Identify
The learner will be able to
identify the significant battles of the Civil War.
| Strand |
Scope |
Source |
| Civil War |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Civil War: Affect/Nation/Explain
The learner will be able to
explain how the Civil War affected the nation.
| Strand |
Scope |
Source |
| Civil War |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Reconstruction Era: Affect/Nation
The learner will be able to
explain how the Reconstruction Era affected the nation.
| Strand |
Scope |
Source |
| Reconstruction Era |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Civil Rights: Segregation
The learner will be able to
assess the effect of segregation within the United States.
| Strand |
Scope |
Source |
| Civil Rights Movement |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Civil Rights: MLK/Quote/Identify
The learner will be able to
identify a quote from the famous speech by Martin Luther King Jr., "I Have a Dream".
| Strand |
Scope |
Source |
| Civil Rights Movement |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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American Indian: Origin of Conflict
The learner will be able to
explain the origin of conflict between American Indians and Europeans.
| Strand |
Scope |
Source |
| Indigenous People |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Indigenous People: Legends/Myths
The learner will be able to
draw conclusions about the indigenous people of North America using legends and myths.
| Strand |
Scope |
Source |
| Indigenous People |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Diversity: Understand Concept
The learner will be able to
understand the concept of diversity.
| Strand |
Scope |
Source |
| Diversity |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Folklore: Art/Music
The learner will be able to
identify folk art and/or music that is a part of U.S. cultural history.
| Strand |
Scope |
Source |
| Folklore |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Folklore: National Heritage/Explain
The learner will be able to
explain how folklore contributes to the national heritage of the United States.
| Strand |
Scope |
Source |
| Folklore |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Diversity: Define
The learner will be able to
define diversity.
| Strand |
Scope |
Source |
| Diversity |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Diversity: Explain
The learner will be able to
explain diversity in the United States.
| Strand |
Scope |
Source |
| Diversity |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Diversity: Common Forms
The learner will be able to
list common forms of diversity in the United States.
| Strand |
Scope |
Source |
| Diversity |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Media: Newspaper Headline/Interpret
The learner will be able to
interpret newspaper headlines.
| Strand |
Scope |
Source |
| Media |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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First Global Era (1450 - 1750)
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Europe: 15th/16th Century Explorers
The learner will be able to
demonstrate knowledge of various 15th and 16th century European explorers.
| Strand |
Scope |
Source |
| European Expansion |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Technological Developments
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Transportation: Rail Systems/Impact
The learner will be able to
understand the impact of the use of rail systems for transportation.
| Strand |
Scope |
Source |
| Transportation |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Transportation: Road Systems/Impact
The learner will be able to
understand the impact of the use of road systems for transportation.
| Strand |
Scope |
Source |
| Transportation |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Transportation: Aircraft/Impact
The learner will be able to
understand the impact of the use of aircraft for transportation.
| Strand |
Scope |
Source |
| Transportation |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Transportation: Significant People
The learner will be able to
identify significant people who contributed to the field of transportation.
| Strand |
Scope |
Source |
| Transportation |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Communication: Written/Development
The learner will be able to
demonstrate knowledge of the development of written communication throughout history.
| Strand |
Scope |
Source |
| Communication |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Inventions: Tools
The learner will be able to
understand the invention of basic tools.
| Strand |
Scope |
Source |
| Inventions |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Inventions: Technological Achievements
The learner will be able to
identify significant technological achievements of various historical societies.
| Strand |
Scope |
Source |
| Inventions |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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Science: Achievements/Various
The learner will be able to
identify significant scientific achievements of various historical societies.
| Strand |
Scope |
Source |
| Math/Science |
Master |
Tularosa Municipal Schools: Social Studies Curriculum: September 1998, Fourth Grade |
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