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North Dakota
Content and Achievement Standards:
Social Studies
Grade 4
December 2007
North Dakota Department of Public Instruction
Dr. Wayne G. Sanstead, State Superintendent
600 East Boulevard Avenue, Dept. 201
Bismarck, North Dakota 58505-0440
www.dpi.state.nd.us
Standard 1: Skills and Resources
Standard 1: Students use Social Studies skills and resources.
ACHIEVEMENT DESCRIPTORS
Benchmark Expectations
ADVANCED PROFICIENT PROFICIENT PARTIALLY PROFICIENT NOVICE
Grade 4
MAP SKILLS
4.1.1 Interpret and compare maps (e.g., political, Students interpret and Students interpret and Students interpret and Students interpret and
physical, thematic) of North Dakota compare maps of North compare maps of North compare maps of North compare maps of North
Dakota with substantial Dakota with sufficient Dakota with superficial Dakota with little or no
detail. detail. detail. detail.
4.1.2 Use map scales to locate physical features Students use map scales Students use map scales Students use map scales to Students use map scales to
and estimate distance on a map to locate physical features to locate physical features locate physical features and locate physical features and
and estimate distance on and estimate distance on estimate distance on a map estimate distance on a map
a map with few, if any, a map with no significant with limited significant with many significant errors.
errors. errors. errors.
4.1.3 Create a mental map that demonstrates Students create a mental Students create a mental Students create a mental Students create a mental
understanding of the relative location, map with substantial map with sufficient detail map with superficial detail of map with little or no detail of
direction, size and shape of the United States. detail of the relative of the relative location, the relative location, the relative location,
(e.g., states, major cities, capitals, major location, direction, size direction, size and shape direction, size and shape of direction, size and shape of
landforms) and shape of the United of the United States. the United States. the United States.
States.
RESOURCES
4.1.4 Interpret current events using print and Students provide an Students provide a Students provide a Students provide an
electronic media (e.g., newspaper, children’s insightful interpretation of relevant interpretation of superficial interpretation of irrelevant interpretation of
news magazines, television, Internet) current events using print current events using print current events using print current events using print
and electronic. and electronic media. and electronic media. and electronic media.
TIME LINES
4.1.5 Construct a North Dakota time line and Students construct a Students construct a Students construct a North Students construct a North
compare with existing United States time lines North Dakota time line North Dakota time line Dakota time line and Dakota time line and
of concurring events and compare with existing and compare with existing compare with existing compare with existing
United States time lines of United States time lines of United States time lines of United States time lines of
concurring events with concurring events with no concurring events with concurring events with many
few, if any, errors. significant errors. limited significant errors. significant errors.
North Dakota Social Studies 2 Grade 4
Content and Achievement Standards December 2007
Standard 2: Important Historical Events
Standard 2: Students understand important historical events.
ACHIEVEMENT DESCRIPTORS
Benchmark Expectations
ADVANCED PROFICIENT PROFICIENT PARTIALLY PROFICIENT NOVICE
Grade 4
SYMBOLS
4.2.1 Identify the symbols (i.e., bird, flower, flag, Students identify the Students identify the Students identify the Students identify the
tree) that represent North Dakota symbols that represent symbols that represent symbols that represent symbols that represent
North Dakota with few, if North Dakota with no North Dakota with limited North Dakota with many
any, errors. significant errors. significant errors. significant errors.
CONCEPTS OF TIME
4.2.2 Use chronological terms (i.e., decade, century, Students use Students use Students use chronological Students use chronological
generation) chronological terms with chronological terms with terms with limited significant terms with many significant
few, if any, errors. no significant errors. errors. errors.
4.2.3 Identify similarities and differences between Students identify Students identify Students identify similarities Students identify similarities
past events and current events in North similarities and similarities and and differences between and differences between
Dakota (e.g., in the lives of people from differences between past differences between past past events and current past events and current
different cultures past and present) events and current events events and current events events with superficial events with little or no detail.
with substantial detail. with sufficient detail. detail.
4.2.4 Use chronological order and sequence to Students use Students use Students use chronological Students use chronological
describe the cause-and-effect relationships of chronological order and chronological order and order and sequence to order and sequence to
historical events and periods in North Dakota sequence to describe the sequence to describe the describe the cause-and- describe the cause-and-
(e.g., how the railroads led to settlements in cause-and-effect cause-and-effect effect relationships of effect relationships of
the state) relationships of historical relationships of historical historical events and periods historical events and periods
events and periods in events and periods in in North Dakota with in North Dakota with little or
North Dakota with North Dakota with superficial detail. no detail.
substantial detail. sufficient detail.
PEOPLE AND EVENTS Students identify the Students identify the Students identify the Students identify the
4.2.5 Identify the contributions of prominent contributions of prominent contributions of prominent contributions of prominent contributions of prominent
individuals (e.g., Teddy Roosevelt, La individuals to North individuals to North individuals to North Dakota individuals to North Dakota
Verendrye, Rough Rider Award winners) to Dakota with substantial Dakota with sufficient with sketchy detail. with little or no detail.
North Dakota detail. detail.
North Dakota Social Studies 3 Grade 4
Content and Achievement Standards December 2007
Standard 2: Students understand important historical events.
ACHIEVEMENT DESCRIPTORS
Benchmark Expectations
ADVANCED PROFICIENT PROFICIENT PARTIALLY PROFICIENT NOVICE
Grade 4
EXPLORATION
4.2.6 Describe the daily lives (e.g., roles, shelter, Students describe the Students describe the Students describe the daily Students describe the daily
significance of buffalo) of the first inhabitants of daily lives of the first daily lives of the first lives of the first inhabitants lives of the first inhabitants
North Dakota inhabitants of North inhabitants of North of North Dakota with of North Dakota with little or
Dakota with substantial Dakota with sufficient sketchy detail. no detail.
detail. detail.
4.2.7 Explain the significance of fur trading in North Students provide an Students provide a Students provide a Students provide an
Dakota (e.g., Hudson Bay, Charbonneau, insightful explanation of relevant explanation of superficial explanation of the irrelevant explanation of the
American Fur Company, LaVerendrye) the significance of fur the significance of fur significance of fur trading in significance of fur trading in
trading in North Dakota. trading in North Dakota. North Dakota. North Dakota.
4.2.8 Explain the significance of the Lewis and Clark Students provide an Students provide a Students provide a Students provide an
expeditions (e.g., Corps of Discovery, insightful explanation of relevant explanation of superficial explanation of the irrelevant explanation of the
Sacagawea) in North Dakota history the significance of the the significance of the significance of the Lewis significance of the Lewis
Lewis and Clark Lewis and Clark and Clark expeditions. and Clark expeditions.
expeditions. expeditions.
COLONIZATION
4.2.9 Explain reasons for settlement in North Dakota Students explain reasons Students explain reasons Students explain reasons for Students explain reasons for
(e.g., railroads, Bonanza farms, Homestead for settlement in North for settlement in North settlement in North Dakota settlement in North Dakota
Act) Dakota with substantial Dakota with sufficient with superficial detail. with minimal detail.
detail. detail.
EXPANSION Students provide an Students provide a Students provide a Students provide an
4.2.10 Explain the significance of agriculture in North insightful explanation of relevant explanation of superficial explanation of the irrelevant explanation of the
Dakota history (e.g., immigration, railroads) the significance of the significance of significance of agriculture in significance of agriculture in
agriculture in North agriculture in North North Dakota history. North Dakota history.
Dakota history. Dakota history.
4.2.11 Describe the effects of changes in industry, Students describe the Students describe the Students describe the Students describe the
agriculture, and technology in North Dakota effects of changes in effects of changes in effects of changes in effects of changes in
(e.g., energy production, transportation, industry, agriculture, and industry, agriculture, and industry, agriculture, and industry, agriculture, and
farming methods) technology in North technology in North technology in North Dakota technology in North Dakota
Dakota with substantial Dakota with sufficient with superficial detail. with little or no detail.
detail. detail.
North Dakota Social Studies 4 Grade 4
Content and Achievement Standards December 2007
Standard 3: Economic Concepts
Standard 3: Students understand economic concepts and the characteristics of various economic systems.
ACHIEVEMENT DESCRIPTORS
Benchmark Expectations
ADVANCED PROFICIENT PROFICIENT PARTIALLY PROFICIENT NOVICE
Grade 4
PERSONAL FINANCES
4.3.1 Describe the impact of education, training, and Students describe the Students describe the Students describe the Students describe the
health care on personal income impact of education, impact of education, impact of education, impact of education,
training, and health care training, and health care training, and health care on training, and health care on
on personal income with on personal income with personal income with personal income with little to
substantial detail. sufficient detail. superficial detail. no detail.
STATE ECONOMICS
4.3.2 Identify ways that natural resources (e.g., soil, Students identify ways Students identify ways Students identify ways that Students identify ways that
minerals, trees, fish, people) contribute to the that natural resources that natural resources natural resources contribute natural resources contribute
economy of the local community and North contribute to the economy contribute to the to the economy of the local to the economy of the local
Dakota of the local community economy of the local community and North community and North
and North Dakota with community and North Dakota with superficial Dakota with little to no
substantial detail. Dakota with sufficient detail. detail.
detail.
4.3.3 Explain the impact of tourism on North Students explain the Students explain the Students explain the impact Students explain the impact
Dakota’s economy (e.g. revenue for our state, impact of tourism on impact of tourism on of tourism on North Dakota’s of tourism on North Dakota’s
jobs created, tourist sites--Fort Lincoln, Peace North Dakota’s economy North Dakota’s economy economy with superficial economy with little or no
Gardens, Medora, Lake Sakakawea, Devils with substantial detail. with sufficient detail. detail. detail.
Lake)
4.3.4 Identify principal exports of North Dakota (e.g., Students identify Students identify principal Students identify principal Students identify principal
crops, energy, livestock) principal exports of North exports of North Dakota exports of North Dakota with exports of North Dakota with
Dakota with few, if any, with no significant errors. limited significant errors. many significant errors.
errors.
North Dakota Social Studies 5 Grade 4
Content and Achievement Standards December 2007
Standard 4: Government and Citizenship
Standard 4: Students understand the development, functions, and forms of various political systems and the role of the citizen in
government and society.
ACHIEVEMENT DESCRIPTORS
Benchmark Expectations
ADVANCED PROFICIENT PROFICIENT PARTIALLY PROFICIENT NOVICE
Grade 4
CITIZENSHIP
4.4.1 Identify the roles, rights, and responsibilities of Students identify the Students identify the Students identify the roles, Students identify the roles,
a citizen in North Dakota (e.g., obedience to roles, rights, and roles, rights, and rights, and responsibilities of rights, and responsibilities of
laws, the right to vote) responsibilities of a citizen responsibilities of a citizen a citizen in North Dakota a citizen in North Dakota
in North Dakota with few, in North Dakota with no with limited significant with many significant errors.
if any, errors. significant errors. errors.
GOVERNMENT SYSTEMS
4.4.2 Identify the basic roles of the three branches of Students identify the basic Students identify the basic Students identify the basic Students identify the basic
North Dakota government (i.e., Executive, roles of the three roles of the three roles of the three branches roles of the three branches
Legislative, Judicial) branches of North branches of North of North Dakota’s of North Dakota’s
Dakota’s government with Dakota’s government with government with limited government with many
no errors. no significant errors. significant errors. significant errors.
4.4.3 Identify the characteristics of a sovereign Students identify the Students identify the Students identify the Students identify the
nation in terms of tribal government in North characteristics of a characteristics of a characteristics of a characteristics of a
Dakota sovereign nation in terms sovereign nation in terms sovereign nation in terms of sovereign nation in terms of
of tribal government in of tribal government in tribal government in North tribal government in North
North Dakota with few, if North Dakota with no Dakota with limited Dakota with many significant
any, errors. significant errors. significant errors. errors.
North Dakota Social Studies 6 Grade 4
Content and Achievement Standards December 2007
Standard 5: Concepts of Geography
Standard 5: Students understand and apply concepts of geography.
ACHIEVEMENT DESCRIPTORS
Benchmark Expectations
ADVANCED PROFICIENT PROFICIENT PARTIALLY PROFICIENT NOVICE
Grade 4
PHYSICAL GEOGRAPHY
4.5.1 Identify the physical features and relative Students identify the Students identify the Students identify the Students identify the
locations of the major land forms (i.e., Rocky physical features and physical features and physical features and physical features and
Mountains, Appalachian Mountains, Great relative locations of the relative locations of the relative locations of the relative locations of the
Lakes, Gulf of Mexico, Mississippi River, major land forms of the major land forms of the major land forms of the major land forms of the
Grand Canyon) of the regions of the United regions of the United regions of the United regions of the United States regions of the United States
States States with few, if any, States with no significant with limited significant with many significant errors.
errors. errors. errors.
4.5.2 Identify the political regions of the United Students identify the Students identify the Students identify the Students identify the political
States (e.g., Midwest, Northeast) and their political regions of the political regions of the political regions of the regions of the United States
relative locations United States and their United States and their United States and their and their relative locations
relative locations with few, relative locations with no relative locations with with many significant errors.
if any, errors. significant errors. limited significant errors.
4.5.3 Identify the location and characteristics of Students identify the Students identify the Students identify the Students identify the
significant features of North Dakota (e.g., location and location and location and characteristics location and characteristics
landforms, river systems, climate, regions, characteristics of characteristics of of significant features of of significant features of
major cities) significant features of significant features of North Dakota with limited North Dakota with many
North Dakota with few, if North Dakota with no significant errors. significant errors.
any, errors. significant errors.
HUMAN GEOGRAPHY
4.5.4 Explain how the physical environment (e.g., Students explain how the Students explain how the Students explain how the Students explain how the
rainfall, climate, natural hazards) affects physical environment physical environment physical environment physical environment affects
human activity in North Dakota affects human activity with affects human activity affects human activity with human activity with little or
substantial detail. with sufficient detail. superficial detail. no detail.
4.5.5 Identify different patterns of land use in North Students identify different Students identify different Students identify different Students identify different
Dakota (e.g., land use in urban, suburban, and patterns of land use in patterns of land use in patterns of land use in North patterns of land use in North
rural areas, mining, agriculture, manufacturing) North Dakota with few, if North Dakota with no Dakota with limited Dakota with many significant
any, errors. significant errors. significant errors. errors.
North Dakota Social Studies 7 Grade 4
Content and Achievement Standards December 2007
Standard 5: Students understand and apply concepts of geography.
ACHIEVEMENT DESCRIPTORS
Benchmark Expectations
ADVANCED PROFICIENT PROFICIENT PARTIALLY PROFICIENT NOVICE
Grade 4
4.5.6 Describe ways geography has affected the Students describe an Students describe a Students describe a limited Students describe an
development (e.g., the development of extensive variety of ways representative variety of variety of ways geography insufficient variety or no
transportation, communication, industry, and geography has affected ways geography has has affected the ways geography has
land use) of the state over time the development of the affected the development development of the state affected the development of
state over time. of the state over time. over time. the state over time.
North Dakota Social Studies 8 Grade 4
Content and Achievement Standards December 2007
Standard 6: Human Development and Behavior
Standard 6: Students understand the importance of culture, individual identity, and group identity.
ACHIEVEMENT DESCRIPTORS
Benchmark Expectations
ADVANCED PROFICIENT PROFICIENT PARTIALLY PROFICIENT NOVICE
Grade 4
CULTURE
4.6.1 Explain how background and history influence Students explain with Students explain with Students explain with Students explain with little or
people’s actions (e.g., farming methods, substantial detail how sufficient detail how superficial detail how no detail how background
hunting methods, economic decisions) background and history background and history background and history and history influence
influence people’s influence people’s influence people’s actions. people’s actions.
actions. actions.
4.6.2 Explain the contributions of various ethnic Students explain the Students explain the Students explain the Students explain the
groups (e.g., Native Americans, immigrants) to contributions of various contributions of various contributions of various contributions of various
the history of North Dakota (e.g., food, ethnic groups to the ethnic groups to the ethnic groups to the history ethnic groups to the history
traditions, languages, celebrations) history of North Dakota history of North Dakota of North Dakota with of North Dakota with little or
with substantial detail. with sufficient detail. sketchy detail. no detail.
North Dakota Social Studies 9 Grade 4
Content and Achievement Standards December 2007
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