Current through February 27, 2024
By the beginning of the fourth grade, pupils must know and be
able to do everything in the previous grades for social studies offered in
public schools. Instruction in the fourth grade in social studies must be
designed so that pupils meet the following performance standards by the
completion of the fourth grade:
1. For
the area of social studies disciplinary skills:
(a) Generate compelling questions to explore
the history of this State.
(b)
Generate and answer supporting questions that address the compelling questions
generated pursuant to paragraph (a).
(c) Analyze the difference between a primary
source and a secondary source and use a primary source and a secondary source
to construct an argument about the past.
(d) Analyze the sourcing and context of
sources by corroborating the information presented in one source with the
information presented in another source and reading closely.
(e) Cite evidence that supports a response to
a compelling question generated pursuant to paragraph (a) or a supporting
question generated pursuant to paragraph (b).
(f) Construct responses to the compelling
questions generated pursuant to paragraph (a) using reasoning, examples and
relevant details.
(g) Construct
organized explanations of relevant concepts for various audiences and purposes
using evidence and reasoning.
(h)
Participate in a structured academic discussion using evidence and reasoning to
share ideas and critique ideas.
(i)
List and discuss actions by a person or a group that can be taken to address
problems in a community.
(j) Use
deliberative and democratic procedures to take action about an issue.
2. For the area of history:
(a) Evaluate why Nevada became a state and
the role of this State in national politics.
(b) Analyze how the population and culture in
this State have changed over time.
(c) Analyze the diverse population of Native
Americans and settlers of this State and discuss their unique experiences and
contributions.
(d) Evaluate the
development and evolution of the symbols, motto and slogans of this
State.
3. For the area
of geography:
(a) Create maps that include
human and physical features and that demonstrate spatial patterns in this
State.
(b) Examine how and why the
landscape of this State has been impacted by humans.
(c) Analyze how technological changes have
impacted the environment and economy of this State.
(d) Describe the difference in population
distribution across this State.
4. For the area of economics:
(a) Using historical and contemporary
examples, discuss the importance of major industries to the economy of this
State.
(b) Describe the intended
and unintended consequences of decisions made regarding limited and shared
resources in this State.
(c)
Investigate the role of the economy of this State in relation to the economy of
the United States.
5.
For the area of civics:
(a) Evaluate how core
civic dispositions and democratic principles have guided or continue to guide
local and state government in this State.
(b) Identify rules, laws and authorities that
keep persons safe and property secure in this State and discuss examples of
each.
(c) Investigate how interest
groups have influenced the political, social and cultural landscape of this
State.
6. For the area
of multicultural education:
(a) Analyze how
racism and discriminatory practices have led to oppression in this
State.
(b) Analyze how diverse
persons and groups in this State have led movements for social justice in
response to discriminatory practices.
(c) Analyze the impact that Native Americans
have had on the culture of this State.
(d) Identify and analyze the diversity and
cultural traditions of the communities of this State, including, without
limitation, Basque and Native American communities.
(e) Identify the contributions to the
advancement of this State by several persons who are culturally, racially and
ethnically diverse.
Added to NAC by Bd. of
Education by R011-09, eff. 10-27-2009; A by
R056-17AP,
eff. 8/30/2018
NRS
385.080,
385.114,
389.021,
389.520