History Day & Grade Level Content Expectations Grade 4

History Day & Grade Level Content Expectations
Sample Topics for “Leadership and Legacy”
Grade 4
4 – H3.0.1 Use historical inquiry questions to investigate the development of Michigan’s major economic activities (agriculture, mining, manufacturing, lumbering, tourism, technology, and research)
from statehood to present. (C, E)
4 – H3.0.2 Use primary and secondary sources to explain how migration and immigration affected
and continue to affect the growth of Michigan. (G)
4 – H3.0.4 Draw upon stories, photos, artifacts, and other primary sources to compare the life of
people in towns and cities in Michigan and in the Great Lakes region during a variety of time periods
from 1837 to the present (e.g., 1837-1900, 1900-1950, 1950-2000). (G)
4 – H3.0.5 Use visual data and informational text or primary accounts to compare a major Michigan
economic activity today with that same or a related activity in the past. (E)
4 – H3.0.6 Use a variety of primary and secondary sources to construct a historical narrative about
the beginnings of the automobile industry and the labor movement in Michigan. (G, E)
4 – H3.0.7 Use case studies or stories to describe the ideas and actions of individuals involved in
the Underground Railroad in Michigan and in the Great Lakes region. (See 8-U4.2.2; 8-U4.3.2; 8U5.1.5; USHG 7.2.4) (G, C, E)
4 – H3.0.9 Create timelines (using decades after 1930) to sequence and describe important events
in Michigan history; annotate with connections to the past and impact on the future.
4 – G4.0.1 Use a case study or story about migration within or to the United States to identify push
and pull factors (why they left, why they came) that influenced the migration. (H)
4 – G4.0.2 Describe the impact of immigration to the United States on the cultural development of
different places or regions of the United States (e.g., forms of shelter, language, food). (H)
SAMPLE TOPICS — “Leadership and Legacy”
William Austin Burt: First United States Linear Surveyor in the Upper Peninsula of Michigan
The Copper Country Strike of 1913: Leaving a Legacy in Copper County
Laura Smith Haviland and Her Fight to Combat Slavery
The Flint Sit Down Strike: Leading to the Unionization of United States Automobile Industry
RI.4.3. 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
RI.4.6. Compare and contrast a firsthand and secondhand account of the same event or topic;
describe the differences in focus and the information provided.
RI.4.9. Integrate information from two texts on the same topic in order to write or speak about the
subject knowledgeably.
W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information
a. Introduce a topic clearly and group related information in paragraphs and sections;
include formatting (e.g., headings), illustrations, and multimedia when useful to aiding
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within categories of information using words and phrases
(e.g., another, for example, also, because).
d. Use precise language and domain-specific vocabulary to inform about or explain
the topic.
e. Provide a concluding statement or section related to the information or explanation
W.4.4. Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience.
W.4.5. With guidance and support from peers and adults, develop and strengthen writing as needed
by planning, revising, and editing.
W.4.7. Conduct short research projects that build knowledge through investigation of different
aspects of a topic.
W.4.8. 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.
SL.4.1. 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.
a. 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.