Grade 4: Learning Objectives

Knowledge: Grade 4 students should be able to-
- Define terms such as: democracy, government, power, citizenship, the public or common good, justice, equality, and patriotism
- Describe the basic civic values that are the foundation for American constitutional democracy and explain how it developed from important documents including the Mayflower Compact, the Declaration of Independence, and the constitutions of the State of New York and the United States of America
- Explain the importance of the United States and New York State constitutions and the bill of rights and tell how those rights protect individual rights
- Identify those individuals and groups who by their words and actions helped to strengthen democracy in the United States
- Describe how people from various ethnic groups, including Native American Indians, shared their customs and traditions to help establish the roots for American culture
- Identify those values, practices, and traditions that unite all Americans
- Explain the meaning of the following concepts: individual rights to life, liberty, property and the pursuit of happiness; the public or common good; justice; equality of opportunity; diversity; truth; and patriotism
- Identify the fundamental values and principles of American democracy as expressed in the Declaration of Independence, Preamble to the United States Constitution, the Bill of Rights, Pledge of Allegiance, and various patriotic songs, speeches, and stories
- Explain that protecting the rights of individuals and promoting the common good represent the basic purposes of government in the United States
- Identify the legislative, judicial, and executive branches of local and New York State governments
- Describe how democracy, power, and citizenship relate to the functions of government at the local and state levels
- Explain how the United States Constitution and the Constitution of the State of New York with their respective bills of rights outline the functions of government and safeguard individual liberties
- Explain the purposes of voting and tell why only adult citizens vote in most elections
- Describe the process used to elect people to make, enforce, and/or interpret laws
- Discuss how citizenship includes an awareness of the holidays, celebrations, and symbols of our nation, including information about the proper display and use of the flag of the United States of America
- Explain how citizenship includes rights and responsibilities that apply to the classroom, school, home, and local community
- Recognize that effective, informed citizenship involves duties such as voting, jury service, and other service to the local community
- Describe how citizens can participate in political decision-making and problem-solving at the local, state, and national levels.
Skills: Grade 4 students will learn and practice social studies skills related to getting, using, organizing, and presenting information.
- Students should be able to get information by-
  - Identifying available and appropriate sources of information about their local region or community including trade books, textbooks, monographs, biographies, reference works, diaries, letters, posters, photographs, artwork, periodicals, maps, Internet sources, magazines, and newspapers
  - Locating sources of print and nonprint information about their local region or community including libraries (card catalogue, indices, Internet searches), historical societies, museums, art galleries, historic sites, artifacts, television and radio documentaries, government documents, videotapes, CD ROMs, and personal interviews (oral histories)
  - Identifying the types and kinds of information needed about the history and government of their local region or community by recognizing information that is relevant as differentiated from information that is irrelevant and by understanding the purposes for which information is to be used
  - Reading from trade and textbooks, monographs, diaries, letters, newspaper and magazine articles, government documents, interviews, and transcripts of radio and television documentaries about their local community's history and government
  - Interviewing people who have lived in their local community for many years and people who have served in public office to learn more about their community's history and government
  - Reading from government documents and textbooks about the organization and major responsibilities of the national, State, and their local governments
  - Viewing photographs, documentaries, videotapes, DVDs, television broadcasts, museum exhibits, movies, and artwork depicting important events and milestones in the history of their neighborhood, local community, city or region
  - Listening to radio broadcasts, interviews, and audiotapes about the history of their local community or region
  - Listening to music and patriotic songs from different time periods in local and United States history to learn about different historic events and about what people valued
- Students should be able to organize information by-
  - Outlining information about the core values and principles that form the basis for our American constitutional democracy
  - Putting into chronological order important historic events related to the development of the United States Constitution and Bill of Rights
  - Classifying or categorizing information about the contributions of individuals or groups who helped develop and/or strengthen democracy in the United States
  - Completing charts that show those values, practices, and traditions that unite all Americans
  - Designing a graphic that shows the different branches of the federal and New York State governments and lists the functions for each branch
  - Completing a table that identifies their local and State elected representatives and describes the roles for each representative
  - Drawing pictures that show the different rules and responsibilities of citizenship in the classroom, school, home, neighborhood, and local community
  - Preparing a display of pictures and photographs that show the different symbols of our nation
  - Making posters that show how citizens can participate in political decision making at the local, State, and national levels
  - Completing a chart that lists the reasons why citizens should vote; perform jury duty; run for public office or serve the public in some other way; attend meetings of governing boards such as school boards and city councils; circulate and sign petitions; participate in peaceful demonstrations; contribute money to political parties, candidates, or worthwhile causes; volunteer in a national or community service organization; contact elected representatives; pay taxes; serve in the armed forces; and participate in other civic activities*
    (*Adapted from: National Standards for Civics and Government, Center for Civic Education, 1994, pp. 38-39.)
- Students should be able to present information by-
  - Writing letters as historic figures who participated in the writing of the Declaration of Independence or the United States Constitution describing their roles and the debates in which they participated
  - Performing classroom skits that show the basic purposes of government and demonstrate the importance of civic participation in our democracy
  - Publishing a classroom newspaper that contains articles which explain how the Constitutions of New York State and/or the United States and the Bill of Rights form the basis for our democratic republic
  - Planning a classroom or school government outlining its purposes and functions, including how it might pass rules and laws related to students' rights and responsibilities
  - Participating in classroom debates related to the rights guaranteed by the United States and New York State constitutions and the United States Bill of Rights, by taking positions on issues such as the right to privacy versus homeland security, freedom of speech and expression versus school rules, or freedom of religion versus school prayer.
  - Writing letters to the editor of a local newspaper or to candidates for public office either presenting a point of view or requesting information about a local, regional, or statewide issue or problem
  - Drawing political cartoons about a local, regional, or statewide issue that shows a particular point of view or various points of view on the subject
  - Presenting oral reports about the rights, responsibilities, and duties of citizenship, including why citizens should keep informed, vote, and participate in local government
  - Designing a survey or interview form to collect information about a local or regional issue or problem and presenting the results to their classmates
  - Writing a poem about a national holiday telling why we celebrate that day and how it reflects the values and ideals of American democracy
  - Preparing a classroom mural that shows those values, practices, and traditions that unite all Americans
- Civic Dispositions*: Students should learn and demonstrate the following civic values and attitudes-
  - Willing to listen to others points of view or positions on issues even if one strongly disagrees (i.e., civility and civil conversation)
  - Willing to view and assess a problem or issue from different points of view or perspectives (i.e., perspective taking)
  - Willing to put oneself into another's shoes
  - Willing to allow others to express their opinions, without interruption, after expressing one's own opinion
  - Willing to participate in open-ended and respectful discussions, without using name calling or verbal attacks on those who disagree with one's own position or arguments
  - Willing to show respect for the rule of law
  - Willing to consider other points of view or arguments before forming conclusions or making judgments
  - Willing to tolerate ambiguity and resist simplistic solutions to complex issues and problems
  - Willing to respect the civil rights of others
  - Willing to participate in classroom, school, and community activities
  - Willing to respect others' space and property
  - Willing to demonstrate personal responsibility
  - Civic dispositions or traits of private and public character important to the preservation and improvement of American constitutional democracy: **
(*Adapted from: Judith Torney-Purta and Susan Vermeer, Developing Citizenship Competencies from Kindergarten through Grade 12: A Background Paper for Policymakers and Educators [Education Commission of the States, 2004], p. 21. and Dialogue on Brown v. Board of Education [American Bar Association- Division for Public Education, 2003], p. 7.)
(**Taken from: NAEP- National Assessment of Educational Progress- Civics Assessment, Civic Dispositions, p. 73. For more information see: http://nces.ed.gov/nationsreportcard)

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