Connecticut Elementary and Secondary Social Studies Frameworks — Grade 4

Click on any standard to search for aligned resources. This data may be subject to copyright. You may download a CSV of the Connecticut Elementary and Secondary Social Studies Frameworks if your intention constitutes fair use.

Plan, assess, and analyze learning aligned to these standards using Kiddom.

Learn more: How Kiddom Empowers Teachers.

CIV 4.1

Illustrate historical and contemporary means of changing society

ECO 4.1

Compare the benefits and costs of individual choices.

ECO 4.2

Identify positive and negative incentives that influence the decisions people make.

ECO 4.3

Identify examples of the variety of resources (human capital, physical capital, and natural resources) that are used to produce goods and services.

ECO 4.4

Explain the relationship between investment in human capital, productivity, and future incomes.

GEO 4.1

Construct maps and other graphic representations of both familiar and unfamiliar places.

GEO 4.2

Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics

GEO 4.3

Explain how culture influences the way people modify and adapt to their environments

GEO 4.4

Explain how the cultural and environmental characteristics of places change over time.

GEO 4.5

Describe how environmental and cultural characteristics influence population distribution in specific places or regions

GEO 4.6

Explain how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas

GEO 4.7

Explain how human settlements and movements relate to the locations and use of various natural resources.

GEO 4.8

Analyze the effects of catastrophic environmental and technological events on human settlements and migration.

HIST 4.1

Explain connections among historical contexts and peoples perspectives at the time.

HIST 4.2

Explain probable causes and effects of events and developments.

HIST 4.3

Use evidence to develop a claim about the past.

INQ 3–5.1

Explain why compelling questions are important to others (e.g., peers, adults).

INQ 3–5.10

Construct arguments using claims and evidence from multiple sources.

INQ 3–5.11

Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.

INQ 3–5.12

Present a summary of arguments and explanations to others outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, and reports) and digital technologies (e.g., Internet, social media, and digital documentary).

INQ 3–5.15

Draw on disciplinary concepts to explain the challenges people have faced and opportunities they have created, in addressing local, regional, and global problems at various times and places.

INQ 3–5.16

Explain different strategies and approaches students and others could take in working alone and together to address local, regional, and global problems, and predict possible results of their actions.

INQ 3–5.17

Use a range of deliberative and democratic procedures to make decisions about and act on civic problems in their classrooms and schools.

INQ 3–5.2

Identify disciplinary concepts and ideas associated with a compelling question that are open to different interpretations.

INQ 3–5.3

Identify the disciplinary concepts and ideas associated with a supporting question that are open to interpretation.

INQ 3–5.4

Explain how supporting questions help answer compelling questions in an inquiry.

INQ 3–5.5

Determine the kinds of sources that will be helpful in answering compelling questions and supporting questions, taking into consideration the different opinions people have about how to answer the questions.

INQ 3–5.6

Gather relevant information from multiple sources while using the origin, structure, and context to guide the selection.

INQ 3–5.7

Use distinctions between fact and opinion to determine the credibility of multiple sources.

INQ 3–5.8

Identify evidence that draws information from multiple sources in response to compelling questions.

INQ 3–5.9

Use evidence to develop claims in response to compelling questions.