Access Social Studies - Grade 4 (#7721015) 

{ Social Studies Grade 4 - 5021060 }


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Course Standards

Name Description
SS.4.A.1.1: Analyze primary and secondary resources to identify significant individuals and events throughout Florida history.
Clarifications:
Examples may include, but are not limited to,  photographs, paintings, maps, artifacts, timelines, audio and video, letters and diaries, periodicals, newspaper articles, etc.
Related Access Points
Name Description
SS.4.A.1.In.a: Use primary and secondary resources to obtain information about important people and events from Florida history.
SS.4.A.1.Su.a: Use a primary and secondary resource to obtain information about a famous person or event from Florida history.
SS.4.A.1.Pa.a: Recognize an artifact, picture, or video about Florida.

SS.4.A.1.2: Synthesize information related to Florida history through print and electronic media.
Clarifications:
Examples may include, but are not limited to,  encyclopedias, atlases, newspapers, websites, databases, audio, video, etc.
Related Access Points
Name Description
SS.4.A.1.In.b: Use print and electronic media to collect information about Florida history.
SS.4.A.1.Su.b: Use print and electronic media to identify information about Florida history.
SS.4.A.1.Pa.b: Use technology to access information about Florida.

SS.4.A.2.1: Compare Native American tribes in Florida.
Clarifications:
Examples may include, but are not limited to, Apalachee, Calusa, Tequesta, Timucua, Tocobaga.
Related Access Points
Name Description
SS.4.A.2.In.a: Identify important cultural aspects of Native American tribes of Florida, such as living in villages and making pottery.
SS.4.A.2.Su.a: Recognize an important cultural aspect of Native American tribes of Florida, such as making pottery.
SS.4.A.2.Pa.a: Recognize differences in artifacts of Native Americans in Florida, such as pottery or spears.

SS.4.A.3.1: Identify explorers who came to Florida and the motivations for their expeditions.
Clarifications:
Examples may include, but are not limited to, Ponce de Leon, Juan Garrido, Esteban Dorantes, Tristan deLuna, and an understanding that 2013 is the quincentennial of the founding of Florida.
Related Access Points
Name Description
SS.4.A.3.In.a: Recognize a European explorer who came to Florida, such as Ponce de Leon, who came to find slaves and riches.
SS.4.A.3.Su.a: Recognize a European explorer who came to Florida, such as Ponce de Leon.
SS.4.A.3.Pa.a: Recognize that people came to Florida long ago.

SS.4.A.3.2: Describe causes and effects of European colonization on the Native American tribes of Florida.
Clarifications:
Examples may include, but are not limited to, protection of ships, search for gold, glory of the mother country, disease, death, and spread of religion.
Related Access Points
Name Description
SS.4.A.3.In.b: Identify effects of European colonization on Native American tribes in Florida, such as slavery and new diseases.
SS.4.A.3.Su.b: Recognize an effect of European colonization on Native American tribes in Florida, such as slavery.
SS.4.A.3.Pa.b: Recognize differences between Europeans and Native Americans.

SS.4.A.3.3: Identify the significance of St. Augustine as the oldest permanent European settlement in the United States.
Clarifications:
Examples may include, but are not limited to, the 450th anniversary of the founding of St. Augustine in 2015 as the first continuous town in the United States, predating other colonial settlements.
Related Access Points
Name Description
SS.4.A.3.In.c: Recognize St. Augustine as the oldest permanent European settlement in the United States.
SS.4.A.3.Su.c: Recognize that St. Augustine is an old settlement.
SS.4.A.3.Pa.c: Recognize that people live together in the same location (settlement).

SS.4.A.3.4: Explain the purpose of and daily life on missions (San Luis de Talimali in present-day Tallahassee).
Related Access Points
Name Description
SS.4.A.3.In.d: Identify that the purpose of missions in Florida was to spread Christianity, the Spanish language, and style of dress to Native Americans.
SS.4.A.3.Su.d: Recognize that a purpose of the missions in Florida was to spread Christianity to Native Americans.
SS.4.A.3.Pa.d: Recognize that people live together in the same location (settlement).

SS.4.A.3.5: Identify the significance of Fort Mose as the first free African community in the United States.
Clarifications:
Examples may include, but are not limited to, the differences between Spanish and English treatment of enslavement.
Related Access Points
Name Description
SS.4.A.3.In.e: Identify that African slaves escaped to Fort Mose to live in freedom.
SS.4.A.3.Su.e: Recognize that African slaves went to Fort Mose to be free.
SS.4.A.3.Pa.e: Recognize an aspect of freedom.

SS.4.A.3.6: Identify the effects of Spanish rule in Florida.
Clarifications:
Examples may include, but are not limited to, names of cities such as Pensacola, etc., agriculture, weapons, architecture, art, music, and food.
Related Access Points
Name Description
SS.4.A.3.In.f: Recognize effects of Spanish rule in early Florida, such as names of cities, agriculture, and weapons.
SS.4.A.3.Su.f: Recognize an effect of Spanish rule in early Florida, such as names of cities, agriculture, or weapons.
SS.4.A.3.Pa.f: Recognize a Spanish influence in Florida.

SS.4.A.3.7: Identify nations (Spain, France, England) that controlled Florida before it became a United States territory.
Related Access Points
Name Description
SS.4.A.3.In.g: Identify different nations that controlled Florida, such as Spain or England.
SS.4.A.3.Su.g: Recognize a nation that controlled Florida, such as Spain.
SS.4.A.3.Pa.g: Recognize that different groups of people lived in Florida long ago.

SS.4.A.3.8: Explain how the Seminole tribe formed and the purpose for their migration.
Related Access Points
Name Description
SS.4.A.3.In.h: Identify that the Seminole tribe went to the Everglades to hide from soldiers trying to force them to leave Florida.
SS.4.A.3.Su.h: Recognize that the Seminole tribe went to live in the Everglades.
SS.4.A.3.Pa.h: Recognize a reason for moving (migration).

SS.4.A.3.9: Explain how Florida (Adams-Onis Treaty) became a U.S. territory.
Related Access Points
Name Description
SS.4.A.3.In.i: Recognize that Spain signed an agreement (treaty) to make Florida a United States territory.
SS.4.A.3.Su.i: Recognize that Spain gave Florida back to the United States.
SS.4.A.3.Pa.i: Recognize that Florida is part of the United States.

SS.4.A.3.10: Identify the causes and effects of the Seminole Wars.
Clarifications:
Examples may include, but are not limited to, Jackson's invasion of Florida (First Seminole War), without federal permission.
Related Access Points
Name Description
SS.4.A.3.In.j: Recognize that the Seminole tribe wanted to stay in Florida, but the United States fought wars against them and forced them to leave.
SS.4.A.3.Su.j: Recognize that the United States fought wars against the Seminole tribe.
SS.4.A.3.Pa.j: Recognize that people fight against each other in a war.

SS.4.A.4.1: Explain the effects of technological advances on Florida.
Clarifications:

Examples may include, but are not limited to, steam engine, steamboats, delivery of water to some areas of the state.

Related Access Points
Name Description
SS.4.A.4.In.a: Identify technological advances that affected Florida, such as railroads and steamboats.
SS.4.A.4.Su.a: Recognize a technological change that affected Florida, such as railroads.
SS.4.A.4.Pa.a: Recognize modes of transportation in Florida.

SS.4.A.4.2: Describe pioneer life in Florida.
Clarifications:
 Examples may include, but are not limited to, the role of men, women, children, Florida Crackers, Black Seminoles.
Related Access Points
Name Description
SS.4.A.4.In.b: Identify characteristics of pioneer life in Florida, such as isolated family farms, few roads, and use of steamboats.
SS.4.A.4.Su.b: Recognize a characteristic of pioneer life in Florida, such as farming.
SS.4.A.4.Pa.b: Recognize that pioneers lived in Florida a long time ago.

SS.4.A.5.1: Describe Florida's involvement (secession, blockades of ports, the battles of Ft. Pickens, Olustee, Ft. Brooke, Natural Bridge, food supply) in the Civil War.
Clarifications:

Additional examples may also include, but are not limited to, Ft. Zachary Taylor, the plantation culture, the First Florida Cavalry.

Related Access Points
Name Description
SS.4.A.5.In.a: Identify that Florida was considered a slave state (South) and battles were fought in Florida during the Civil War.
SS.4.A.5.Su.a: Recognize that Florida was considered a slave state (South) and battles were fought in Florida during the Civil War.
SS.4.A.5.Pa.a: Recognize that battles were fought in Florida in the Civil War.

SS.4.A.5.2: Summarize challenges Floridians faced during Reconstruction.
Clarifications:
Examples may include, but are not limited to, sharecropping, segregation, and black participation in state and federal governments.
Related Access Points
Name Description
SS.4.A.5.In.b: Recognize that during Reconstruction, freed slaves in Florida got jobs and homes by working for landowners who needed workers (sharecropping).
SS.4.A.5.Su.b: Recognize that during Reconstruction, Florida’s freed slaves needed jobs and landowners needed workers.
SS.4.A.5.Pa.b: Recognize ways different groups of people work together.

SS.4.A.6.1: Describe the economic development of Florida's major industries.
Clarifications:
Examples of industries may include, but are not limited to,  timber, citrus, cattle, tourism, phosphate, cigar, railroads, bridges, air conditioning, sponge, shrimping, and wrecking (pirating).
Related Access Points
Name Description
SS.4.A.6.In.a: Identify Florida’s major industries, such as timber, tourism, and citrus.
SS.4.A.6.Su.a: Recognize major industries in Florida, such as timber, tourism, and citrus.
SS.4.A.6.Pa.a: Recognize a major industry in Florida.

SS.4.A.6.2: Summarize contributions immigrant groups made to Florida.
Clarifications:
Examples may include, but are not limited to, language, food, art, beliefs and practices, literature, education, and clothing.
Related Access Points
Name Description
SS.4.A.6.In.b: Identify contributions of immigrants to Florida, such as language, food, or customs.
SS.4.A.6.Su.b: Recognize contributions of immigrants to Florida, such as language, food, or customs.
SS.4.A.6.Pa.b: Recognize variations in language, food, or customs of immigrants in Florida.

SS.4.A.6.3: Describe the contributions of significant individuals to Florida.
Clarifications:
Examples may include, but are not limited to, John Gorrie, Henry Flagler, Henry Plant, Lue Gim Gong, Vincente Martinez Ybor, Julia Tuttle, Mary McLeod Bethune, Thomas Alva Edison, James Weldon Johnson, Marjorie Kinnan Rawlings.
Related Access Points
Name Description
SS.4.A.6.In.c: Identify the contributions of significant individuals to Florida, such as Henry Flagler, Thomas Alva Edison, and Mary McLeod Bethune.
SS.4.A.6.Su.c: Recognize the contributions of a significant individual to Florida, such as Henry Flagler, Thomas Alva Edison, or Mary McLeod Bethune.
SS.4.A.6.Pa.c: Recognize that many people made contributions to Florida.

SS.4.A.6.4: Describe effects of the Spanish American War on Florida.
Clarifications:
Examples may include, but are not limited to, cigar industry, temporary economic boom at Ft. Brooke due to Rough Riders, Cuban immigration.
Related Access Points
Name Description
SS.4.A.6.In.d: Recognize ways that Florida changed during the Spanish American War, such as increased population, business, and harbors.
SS.4.A.6.Su.d: Recognize that Florida’s population increased during the Spanish American War.
SS.4.A.6.Pa.d: Recognize that many people made contributions to Florida.

SS.4.A.7.1: Describe the causes and effects of the 1920's Florida land boom and bust.
Clarifications:
Examples may include, but are not limited to, land speculation.
Related Access Points
Name Description
SS.4.A.7.In.a: Identify the basic causes and effects of the 1920s Florida land boom and bust.
SS.4.A.7.Su.a: Recognize the cause of the 1920s Florida land bust.
SS.4.A.7.Pa.a: Recognize an effect of the Florida land bust.

SS.4.A.7.2: Summarize challenges Floridians faced during the Great Depression.
Clarifications:
Examples may include, but are not limited to, the Labor Day hurricane of 1935 and the Mediterranean fruit fly.
Related Access Points
Name Description
SS.4.A.7.In.b: Identify challenges Floridians faced during the Great Depression.
SS.4.A.7.Su.b: Recognize challenges Floridians faced during the Great Depression.
SS.4.A.7.Pa.b: Recognize a challenge of the Great Depression.

SS.4.A.7.3: Identify Florida's role in World War II.
Clarifications:
Examples may include, but are not limited to,  warfare near Florida's shores and training bases in Florida (Miami, Tampa, Tallahassee, etc.), spying near the coast, Mosquito Fleet. 
Related Access Points
Name Description
SS.4.A.7.In.c: Recognize Florida's role in World War II.
SS.4.A.7.Su.c: Recognize that Florida played a role in World War II.
SS.4.A.7.Pa.c: Recognize that people in Florida were involved in a war.

SS.4.A.8.1: Identify Florida's role in the Civil Rights Movement.
Clarifications:
Examples may include, but are not limited to, Tallahassee Bus Boycotts, civil disobedience, and the legacy of early civil rights pioneers, Harry T. and Harriette V. Moore. 
Related Access Points
Name Description
SS.4.A.8.In.a: Recognize Florida’s role in the Civil Rights Movement, such as the Tallahassee Bus Boycotts and efforts of Governor Collins to integrate African Americans into government.
SS.4.A.8.Su.a: Recognize that Florida played a role in the Civil Rights Movement.
SS.4.A.8.Pa.a: Recognize that people have rights.

SS.4.A.8.2: Describe how and why immigration impacts Florida today.
Related Access Points
Name Description
SS.4.A.8.In.b: Identify how immigration impacts Florida today.
SS.4.A.8.Su.b: Recognize how immigration impacts Florida today.
SS.4.A.8.Pa.b: Recognize that people move into Florida today.

SS.4.A.8.3: Describe the effect of the United States space program on Florida's economy and growth.
Related Access Points
Name Description
SS.4.A.8.In.c: Recognize ways that Florida has changed due to the space program, such as new technologies and population growth.
SS.4.A.8.Su.c: Recognize a way Florida has changed due to the space program, such as new technologies or population growth.
SS.4.A.8.Pa.c: Recognize an aspect of Florida’s space program.

SS.4.A.8.4: Explain how tourism affects Florida's economy and growth.
Related Access Points
Name Description
SS.4.A.8.In.d: Recognize that tourism brings people, money, and jobs to Florida.
SS.4.A.8.Su.d: Recognize that tourism brings people and money to Florida.
SS.4.A.8.Pa.d: Recognize a characteristic of tourism in Florida, such as people.

SS.4.A.9.1: Utilize timelines to sequence key events in Florida history.
Related Access Points
Name Description
SS.4.A.9.In.a: Complete a timeline to sequence important events in Florida history.
SS.4.A.9.Su.a: Sequence pictures on a timeline to show important events in Florida history.
SS.4.A.9.Pa.a: Recognize pictures on a simple timeline of important events in Florida.

SS.4.C.1.1: Describe how Florida's constitution protects the rights of citizens and provides for the structure, function, and purposes of state government.
Related Access Points
Name Description
SS.4.C.1.In.a: Recognize that Florida’s constitution protects the rights of Florida’s citizens and identifies the parts and functions of state government.
SS.4.C.1.Su.a: Recognize that Florida’s constitution protects the rights of Florida’s citizens.
SS.4.C.1.Pa.a: Recognize the right of citizens to access and participate in community activities.

SS.4.C.2.1: Discuss public issues in Florida that impact the daily lives of its citizens.
Clarifications:
(e.g., taxes, school accountability)
Related Access Points
Name Description
SS.4.C.2.In.a: Identify common public issues in Florida that impact the daily lives of its citizens.
SS.4.C.2.Su.a: Recognize common public issues in Florida that impact the daily lives of its citizens.
SS.4.C.2.Pa.a: Recognize a common public issue in the local community that impacts the daily lives of its citizens.

SS.4.C.2.2: Identify ways citizens work together to influence government and help solve community and state problems.
Clarifications:
Examples are voting, petitioning, conservation, recycling.
Related Access Points
Name Description
SS.4.C.2.In.b: Identify ways citizens can work together to help solve local problems, such as voting, holding public meetings, and volunteering.
SS.4.C.2.Su.b: Recognize ways to work with a group to help solve a community problem, such as voting, meeting together, and sharing information.
SS.4.C.2.Pa.b: Recognize a way to work with a group to help solve a problem.

SS.4.C.2.3: Explain the importance of public service, voting, and volunteerism.
Related Access Points
Name Description
SS.4.C.2.In.c: Identify ways citizens can work together to help solve local problems, such as voting, holding public meetings, and volunteering.
SS.4.C.2.Su.c: Recognize ways to work with a group to help solve a community problem, such as voting, meeting together, and sharing information.
SS.4.C.2.Pa.c: Recognize a way to work with a group to help solve a problem.

SS.4.C.3.1: Identify the three branches (Legislative, Judicial, Executive) of government in Florida and the powers of each.
Related Access Points
Name Description
SS.4.C.3.In.a: Recognize Florida’s three branches of government, including legislative (makes laws), judicial (interprets laws), and executive (enforces laws).
SS.4.C.3.Su.a: Recognize that Florida has three branches of government with a governor, lawmakers, and judges.
SS.4.C.3.Pa.a: Recognize that Florida has a governor.

SS.4.C.3.2: Distinguish between state (governor, state representative, or senator) and local government (mayor, city commissioner).
Related Access Points
Name Description
SS.4.C.3.In.b: Identify differences between state and local government, including the role of leaders and lawmakers.
SS.4.C.3.Su.b: Recognize a difference between state and local government, such as governor and mayor.
SS.4.C.3.Pa.b: Recognize the leader of the state government (governor).

SS.4.E.1.1: Identify entrepreneurs from various social and ethnic backgrounds who have influenced Florida and local economy.
Clarifications:
Examples are Henry Flagler, Walt Disney, Ed Ball, Alfred Dupont, Julia Tuttle, Vincente Martinez Ybor.
Related Access Points
Name Description
SS.4.E.1.In.a: Recognize contributions of entrepreneurs who influenced Florida, such as Walt Disney (theme parks) and Henry Flagler (railroads).
SS.4.E.1.Su.a: Recognize a contribution of an entrepreneur who influenced Florida, such as Walt Disney (theme parks).
SS.4.E.1.Pa.a: Recognize that many people made contributions to Florida.

SS.4.E.1.2: Explain Florida's role in the national and international economy and conditions that attract businesses to the state.
Clarifications:
Examples are tourism, agriculture, phosphate, space industry.
Related Access Points
Name Description
SS.4.E.1.In.b: Identify important economic contributions of Florida, such as tourism, agriculture, and the space industry.
SS.4.E.1.Su.b: Recognize an important economic contribution of Florida, such as tourism, agriculture, or the space industry.
SS.4.E.1.Pa.b: Associate a good or service with Florida, such as oranges, spacecraft, or theme parks.

SS.4.G.1.1: Identify physical features of Florida.
Clarifications:
Examples are bodies of water, location, landforms.
Related Access Points
Name Description
SS.4.G.1.In.a: Recognize physical features of Florida, such as bodies of water, location, and landforms.
SS.4.G.1.Su.a: Recognize selected physical features of Florida, such as bodies of water and landforms.
SS.4.G.1.Pa.a: Recognize a physical feature of Florida, such as water.

SS.4.G.1.2: Locate and label cultural features on a Florida map.
Clarifications:
Examples are state capitals, major cities, tourist attractions.
Related Access Points
Name Description
SS.4.G.1.In.b: Identify cultural features on a Florida map, such as the state capital, a major city, and tourist attractions.
SS.4.G.1.Su.b: Recognize a cultural feature on a Florida map, such as the state capital or a major city.
SS.4.G.1.Pa.b: Associate an outline map or image with the state of Florida.

SS.4.G.1.3: Explain how weather impacts Florida.
Clarifications:
Examples are hurricanes, thunderstorms, drought, mild climate.
Related Access Points
Name Description
SS.4.G.1.In.c: Identify effects of weather in Florida, such as hurricanes, thunderstorms, drought, and mild climate.
SS.4.G.1.Su.c: Recognize an effect of weather in Florida, such as hurricanes, thunderstorms, drought, and mild climate.
SS.4.G.1.Pa.c: Recognize examples of weather in Florida, such as thunderstorms.

SS.4.G.1.4: Interpret political and physical maps using map elements (title, compass rose, cardinal directions, intermediate directions, symbols, legend, scale, longitude, latitude).
Related Access Points
Name Description
SS.4.G.1.In.d: Identify information provided on maps using the title, compass rose, cardinal and intermediate directions, symbols, and key/legend.
SS.4.G.1.Su.d: Recognize information provided on a map by its title, cardinal directions, symbols, and key/legend.
SS.4.G.1.Pa.d: Associate a picture or symbol with a location on a Florida map.

LAFS.4.RI.1.1 (Archived Standard): Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Related Access Points
Name Description
LAFS.4.RI.1.AP.1a: Refer to details and examples in a text that are relevant to explaining what the text says explicitly.
LAFS.4.RI.1.AP.1b: Refer to details and examples in a text that are relevant to drawing basic inferences from an informational text.

LAFS.4.RI.1.2 (Archived Standard): Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Related Access Points
Name Description
LAFS.4.RI.1.AP.2a: Determine the main idea of an informational text.
LAFS.4.RI.1.AP.2b: Identify supporting details of an informational text.
LAFS.4.RI.1.AP.2c: Identify how ideas are organized to summarize the text.

LAFS.4.RI.1.3 (Archived Standard): 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.
Related Access Points
Name Description
LAFS.4.RI.1.AP.3a: Identify events, procedures, ideas or concepts in a historical, scientific or technical text.
LAFS.4.RI.1.AP.3b: Identify specific causes and effects that relate to events, procedures, ideas or concepts in historical, scientific or technical text.

LAFS.4.RI.2.4 (Archived Standard): Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
Related Access Points
Name Description
LAFS.4.RI.2.AP.4a: Determine the meaning of general academic and domain-specific words and phrases in increasingly complex texts over time.

LAFS.4.RI.2.5 (Archived Standard): 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.
Related Access Points
Name Description
LAFS.4.RI.2.AP.5a: Identify signal words that provide clues in determining the specific text structure of a short, informational text or text excerpt (e.g., description, problem/solution, time/order, compare/contrast, cause/effect, directions).
LAFS.4.RI.2.AP.5b: Identify the specific structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts or information in a text excerpt.
LAFS.4.RI.2.AP.5c: Identify the overall structure of a complete text.

LAFS.4.RI.2.6 (Archived Standard): Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
Related Access Points
Name Description
LAFS.4.RI.2.AP.6a: Determine if information in a text is firsthand or secondhand.
LAFS.4.RI.2.AP.6b: Compare and contrast a firsthand and secondhand account of the same event or topic.

LAFS.4.RI.3.7 (Archived Standard): 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.
Related Access Points
Name Description
LAFS.4.RI.3.AP.7a: Identify relevant information presented visually, orally or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations or interactive elements on Web pages) to answer questions.
LAFS.4.RI.3.AP.7b: Identify how the information presented visually, orally or quantitatively is relevant to the corresponding text information.
LAFS.4.RI.3.AP.7c: Summarize 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.

LAFS.4.RI.3.8 (Archived Standard): Explain how an author uses reasons and evidence to support particular points in a text.
Related Access Points
Name Description
LAFS.4.RI.3.AP.8a: Identify facts and examples that an author uses to support a specific point or argument in an informational text.
LAFS.4.RI.3.AP.8b: Use two texts to gather different types of information relevant to a specific topic.
LAFS.4.RI.3.AP.8c: Identify and use the most relevant information from two texts to write or speak about various aspects of a specific topic.

LAFS.4.RI.3.9 (Archived Standard): Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Related Access Points
Name Description
LAFS.4.RI.3.AP.9a: Report out about two or more texts on the same self-selected topic.
LAFS.4.RI.3.AP.9b: Identify the most important information about a topic gathered from two texts on the same topic in order to write or speak about the subject knowledgeably.

LAFS.4.RI.4.10 (Archived Standard): 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.
Related Access Points
Name Description
LAFS.4.RI.4.AP.10a: Read or listen to and recount self-selected stories, dramas, poetry and other types of increasingly complex text over time.

LAFS.4.SL.1.1 (Archived Standard): Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
  1. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
  2. Follow agreed-upon rules for discussions and carry out assigned roles.
  3. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
  4. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
Related Access Points
Name Description
LAFS.4.SL.1.AP.1a: Provide evidence of being prepared for discussions on a topic or text through appropriate statements made during discussion.
LAFS.4.SL.1.AP.1b: Ask questions to check understanding of information presented in collaborative discussions.
LAFS.4.SL.1.AP.1c: Make appropriate comments that contribute to a collaborative discussion.
LAFS.4.SL.1.AP.1d: Review the key ideas expressed within a collaborative discussion.

LAFS.4.SL.1.2 (Archived Standard): Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
Related Access Points
Name Description
LAFS.4.SL.1.AP.2a: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively and orally.

LAFS.4.SL.1.3 (Archived Standard): Identify the reasons and evidence a speaker provides to support particular points.
Related Access Points
Name Description
LAFS.4.SL.1.AP.3a: Identify the reasons and evidence a speaker provides to support particular points.

LAFS.4.SL.2.4 (Archived Standard): Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
Related Access Points
Name Description
LAFS.4.SL.2.AP.4a: Report on a topic, story or claim with a logical sequence of ideas, appropriate facts and relevant, descriptive details.
LAFS.4.SL.2.AP.4b: Elaborate on each fact or opinion given in support of a claim with relevant details.

LAFS.4.W.1.1 (Archived Standard): Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
  1. 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.
  2. Provide reasons that are supported by facts and details.
  3. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).
  4. Provide a concluding statement or section related to the opinion presented.
Related Access Points
Name Description
LAFS.4.W.1.AP.1a: Introduce the topic or text within persuasive writing by stating an opinion.
LAFS.4.W.1.AP.1b: Provide reasons that include relevant facts and details that support a stated opinion.
LAFS.4.W.1.AP.1c: Create an organizational structure that lists reasons in a logical order.
LAFS.4.W.1.AP.1d: Use transitional words and phrases appropriately to link opinion and reasons.
LAFS.4.W.1.AP.1e: Provide a concluding statement or section related to the opinion presented.

LAFS.4.W.1.2 (Archived Standard): Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  1. 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.
  2. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
  3. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
  4. Use precise language and domain-specific vocabulary to inform about or explain the topic.
  5. Provide a concluding statement or section related to the information or explanation presented.
Related Access Points
Name Description
LAFS.4.W.1.AP.2a: Introduce a topic clearly and group related information in paragraphs and sections.
LAFS.4.W.1.AP.2b: Develop the topic (add additional information related to the topic) with relevant facts, definitions, concrete details, quotations or other information and examples related to the topic.
LAFS.4.W.1.AP.2c: Include formatting (e.g., headings), illustrations and multimedia when appropriate to convey information about the topic.
LAFS.4.W.1.AP.2d: Link ideas within categories of information, appropriately using words and phrases (e.g., another, for example, also, because).
LAFS.4.W.1.AP.2e: Use increasingly precise language and domain-specific vocabulary over time to inform about or explain a variety of topics.
LAFS.4.W.1.AP.2f: Provide a concluding statement or section to support the information presented.

LAFS.4.W.1.3 (Archived Standard): Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  1. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
  2. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
  3. Use a variety of transitional words and phrases to manage the sequence of events.
  4. Use concrete words and phrases and sensory details to convey experiences and events precisely.
  5. Provide a conclusion that follows from the narrated experiences or events.
Related Access Points
Name Description
LAFS.4.W.1.AP.3a: Orient the reader by setting up the context for the story and introducing a narrator and/or characters.
LAFS.4.W.1.AP.3b: Sequence events in writing that unfold naturally.
LAFS.4.W.1.AP.3c: When appropriate, use dialogue and description to develop experiences and events or show the responses of characters to situations.
LAFS.4.W.1.AP.3d: Use a variety of transitional words and phrases to manage the sequence of events.
LAFS.4.W.1.AP.3e: Use concrete words and phrases and sensory details to convey experiences and events.
LAFS.4.W.1.AP.3f: Provide a conclusion (concluding sentence, paragraph or extended ending) that follows from the narrated experiences or events.

LAFS.4.W.2.4 (Archived Standard): Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Related Access Points
Name Description
LAFS.4.W.2.AP.4a: Produce a clear, coherent draft (e.g., select/generate responses to form paragraph/essay) that is appropriate to the specific task, purpose and audience for use in developing a permanent product.

LAFS.4.W.2.5 (Archived Standard): With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Related Access Points
Name Description
LAFS.4.W.2.AP.5a: With guidance and support from peers and adults, develop a plan for writing that is appropriate to the topic, task and purpose.
LAFS.4.W.2.AP.5b: With guidance and support from peers and adults, strengthen writing by revising for clarity of meaning (e.g., review product, strengthening story, adding precise language).
LAFS.4.W.2.AP.5c: With guidance and support from peers and adults, strengthen writing by editing (e.g., capitalization, spelling, punctuation).

LAFS.4.W.2.6 (Archived Standard): With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
Related Access Points
Name Description
LAFS.4.W.2.AP.6a: With guidance and support from adults, use technology to produce writing (e.g., use the Internet to gather information, word processing to generate and collaborate on writing).
LAFS.4.W.2.AP.6b: Develop and use keyboarding skills.
LAFS.4.W.2.AP.6c: With guidance and support from adults, use technology to publish writing (e.g., post finished writing product on the Web, use software to display writing with accompanying illustration).

LAFS.4.W.3.7 (Archived Standard): Conduct short research projects that build knowledge through investigation of different aspects of a topic.
Related Access Points
Name Description
LAFS.4.W.3.AP.7a: Follow steps to engage in a short research project (e.g., determine topic, generate research questions, locate information on a topic, organize information related to the topic, draft a permanent product).
LAFS.4.W.3.AP.7b: Build knowledge on topics through continued engagement in research investigation.

LAFS.4.W.3.8 (Archived Standard): Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
Related Access Points
Name Description
LAFS.4.W.3.AP.8a: Recall relevant information from experiences for use in writing.
LAFS.4.W.3.AP.8b: Gather relevant information (e.g., highlight in text, quote or paraphrase from text or discussion) from print and/or digital sources.
LAFS.4.W.3.AP.8c: Identify key details from an informational text that are relevant to the specific topic.
LAFS.4.W.3.AP.8d: Take brief notes and categorize relevant information (e.g., graphic organizers, notes, labeling, listing) from sources.
LAFS.4.W.3.AP.8e: Provide a list of sources that contributed to the content within a writing piece.

LAFS.4.W.3.9 (Archived Standard): Draw evidence from literary or informational texts to support analysis, reflection, and research.
  1. 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].”).
  2. 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”).
Related Access Points
Name Description
LAFS.4.W.3.AP.9a: Analyze mentor texts to support knowledge of different types of thinking and writing (e.g., analyze newspaper editorials to explore the way the author developed the argument, reflective essays, investigation).

LAFS.4.W.4.10 (Archived Standard): 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.
Related Access Points
Name Description
LAFS.4.W.4.AP.10a: Write routinely over shorter time frames using a variety of writing opportunities (e.g., journal entry, letter, graphic organizer) for a range of discipline-specific tasks, purposes and audiences.
LAFS.4.W.4.AP.10b: Write routinely in a genre over extended time frames to engage in the writing process (planning, drafting, editing, revising, publishing) for a range of discipline-specific tasks, purposes and audiences.

MAFS.K12.MP.1.1 (Archived Standard):

Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

MAFS.K12.MP.3.1 (Archived Standard):

Construct viable arguments and critique the reasoning of others.

Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

MAFS.K12.MP.5.1 (Archived Standard): Use appropriate tools strategically.

Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
MAFS.K12.MP.6.1 (Archived Standard):

Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
ELD.K12.ELL.SS.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Social Studies.
HE.4.C.2.4: Recognize types of school rules and community laws that promote health and disease prevention.
Clarifications:
Helmet law, clean indoor-air laws, and speed limits.
Related Access Points
Name Description
HE.4.C.2.In.d: Recognize selected community laws that promote health and disease prevention, such as helmet laws and speed limits.
HE.4.C.2.Su.d: Recognize school rules that promote health and disease prevention, such as proper disposal of trash, obeying crossing guards, and bicycle safety.
HE.4.C.2.Pa.d: Recognize a way the school promotes health behaviors, such as providing disaster-preparedness programs, school breakfast programs, youth organizations, and school-safety rules.




General Course Information and Notes

GENERAL NOTES

Access Courses: Access courses are intended only for students with a significant cognitive disability. Access courses are designed to provide students with access to the general curriculum. Access points reflect increasing levels of complexity and depth of knowledge aligned with grade-level expectations. The access points included in access courses are intentionally designed to foster high expectations for students with significant cognitive disabilities.

Access points in the subject areas of science, social studies, art, dance, physical education, theatre, and health provide tiered access to the general curriculum through three levels of access points (Participatory, Supported, and Independent). Access points in English language arts and mathematics do not contain these tiers, but contain Essential Understandings (or EUs). EUs consist of skills at varying levels of complexity and are a resource when planning for instruction.

English Language Development ELD Standards Special Notes Section:

Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Social Studies.  For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/ss.pdf.


General Information

Course Number: 7721015 Course Path: Section: Exceptional Student Education > Grade Group: Elementary > Subject: Academics - Subject Areas >
Abbreviated Title: ACCESS SOC ST - 4
Course Attributes:
  • Class Size Core Required
Course Status: Course Approved
Grade Level(s): 4



Educator Certifications

Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Mentally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Emotionally Handicapped (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Specific Learning Disabilities (Elementary and Secondary Grades K-12) Plus Elementary Education (Grades K-6)
Elementary Education (Elementary Grades 1-6) Plus Exceptional Student Education (Elementary and Secondary Grades K-12)
Exceptional Student Education (Elementary and Secondary Grades K-12) Plus Social Studies (Elementary Grades 1-6)
Elementary Education (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Social Studies (Elementary Grades 1-6) Plus Mentally Handicapped (Elementary and Secondary Grades K-12)
Varying Exceptionalities (Elementary and Secondary Grades K-12) Plus Elementary Education (Elementary Grades 1-6)


There are more than 278 related instructional/educational resources available for this on CPALMS. Click on the following link to access them: https://cpalms.org/PreviewCourse/Preview/15473