Iowa

Inquiry Standards

• Inquiry Practice: Develop Questions and Plan Inquiries

  • SS.4.1 Develop and refine questions to actively shape and advance the investigation of the topic.

• Inquiry Practice: Gather, Interpret, and Evaluate Sources

  • SS.4.2 Interpret information about specific perspectives or beliefs from sources.

• Inquiry Practice: Claims and Evidence

  • SS.4.3 Make a claim about a topic and support it with evidence from one or more sources.

• Inquiry Practice: Communicate Conclusions

  • SS.4.4 Construct responses to questions using reasoning, examples, and relevant details.

• Inquiry Practice: Civic Engagement and Participation

  • SS.4.5 Identify the strategies people and/or groups use to advocate for a cause, and evaluate the civic virtues reflected by those strategies.

The American Revolution

• History: Chronological Reasoning and Causation

  • SS.4.6 Explain the causes of the American Revolution.

    • The American Revolution: the Thirteen Colonies under British rule (4-C.1)
    • The American Revolution: New British taxes (4-C.2)
    • The American Revolution: the Boston Tea Party (4-C.3)
    • The American Revolution: the rebellion begins (4-C.4)

  • SS.4.7 Evaluate the impact of the strategies used by Great Britain and the American Colonists to win the Revolutionary War.

    • The American Revolution: preparing for war (4-C.5)
    • The American Revolution: struggle for independence (4-C.6)
    • The American Revolution: turning the tide of the war (4-C.7)
    • The American Revolution: conclusion and aftermath (4-C.8)

• History: Change, Continuity, and Context

  • SS.4.8 Evaluate whether the outcomes of the Revolutionary War solved key problems of the Pre-Revolutionary period.

• History: Multiple Perspectives

  • SS.4.9 Describe the perspectives and impact of key individuals and groups during the American Revolution.

    • The American Revolution: New British taxes (4-C.2)
    • The American Revolution: the Boston Tea Party (4-C.3)
    • The American Revolution: the rebellion begins (4-C.4)

• Geography: Geographic Tools

  • SS.4.10 Explain how the natural environment impacted decisions made during the American Revolution using geographic representations.

• Civics/Government: Citizenship and Civic Rights and Responsibilities

  • SS.4.11 Summarize key principles of the Declaration of Independence.

Westward Expansion/Migration

• Geography: Places and Regions

  • SS.4.12 Explain the process by which certain areas of land were added to the United States.

    • The Louisiana Purchase (4-D.1)
    • The Lewis and Clark Expedition (4-D.2)

• Geography: Human-Environment Interaction

  • SS.4.13 Clarify how westward expansion changed the landscape and how the landscape affected migration.

• Geography: Human Movement and Patterns

  • SS.4.14 Describe how the population of Iowa has changed, from a predominantly Native American population to one composed largely of European and American settlers.

• History: Change, Continuity, and Context

  • SS.4.15 Describe the effects, opportunities, and conflicts that happened when people from different groups came into contact with each other.

• Civics/Government: Processes, Rules, and Laws

  • SS.4.16 Analyze the effects of government policies intended to promote westward settlement on diverse groups of people.

    • Antebellum Period: slavery and politics part I (4-D.7)
    • Antebellum Period: slavery and politics part II (4-D.8)

• Economics/Financial Literacy: Economic Decision Making

  • SS.4.17 Analyze the costs and benefits of migration and resettlement for various groups.

Immigration

• Geography: Geographic Tools

  • SS.4.18 Identify patterns and trends in the locations where immigrant groups settled in the United States.

• Geography: Human Movement and Patterns

  • SS.4.19 Analyze the push and pull factors that led to new immigrant groups coming to the United States.

• History: Comparison and Corroboration

  • SS.4.20 Compare and contrast the experiences of different immigrant groups to the United States.

• History: Change, Continuity, and Context

  • SS.4.21 Describe the diverse cultural makeup of Iowa's past and present in the local community, including Native American and agricultural communities.

• Civics/Government: Role and Systems of Government

  • SS.4.22 Explain why the United States made policies intended to encourage, restrict, and/or document populations of people entering the nation.

• Civics/Government: Constitutional Principles and Civic Virtues

  • SS.4.23 Evaluate civic virtues displayed by immigrants and immigrant groups coming to and settling in the United States.

Spending Wisely (Financial Literacy)

• Economics/Financial Literacy: Saving, Spending, and Investing

  • SS.4.24 Identify factors that can influence people's different spending and saving choices.

    • What is economics? (4-R.1)
    • Costs and benefits (4-R.2)
    • Opportunity cost (4-R.3)
    • Banks (4-T.1)

• Economics/Financial Literacy: Financial and Career Goals

  • SS.4.25 Create a simple budget to plan how to spend and save money to meet financial goals.

• Economics/Financial Literacy: Credit and Risk Management

  • SS.4.26 Identify why it is important and ways to protect personal financial information.

• Economics/Financial Literacy: Financial and Career Goals

  • SS.4.27 Explore how people and the government work together to meet community needs.

    • Local government (4-O.1)