21 st Century Life and Careers Standards: B D.1

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Samuel Andrews
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1 Grade: 4 Unit: One Nation Suggested Timeline: 4 Weeks Social Studies Standards: A.1 Explain how rules and laws created by community, state, and national governments protect the rights of people, help resolve conflicts, and promote the common good A.2 Explain how fundamental rights guaranteed by the United States Constitution and the Bill of Rights (i.e., freedom of expression, freedom of religion, the right to vote, and the right to due process) contribute to the continuation and improvement of American democracy A.4 Explain how the United States government is organized and how the United States Constitution defines and limits the power of government A.5 Distinguish the roles and responsibilities of the three branches of the national government A.6 Explain how national and state governments share power in the federal system of government A.7 Explain how the United States functions as a representative democracy, and describe the roles of elected representatives and how they interact with citizens at local, state, and national levels A.8 Compare and contrast how government functions at the community, county, state, and national levels, the services provided, and the impact of policy decisions made at each level A.15 (tie with B.1) Explain how and why it is important that people from diverse cultures collaborate to find solutions to community, state, national, and global challenges B.1 Compare and contrast information that can be found on different types of maps, and determine when the information may be useful D.4 Explain how key events led to the creation of the United States and the state of New Jersey D.5 Relate key historical documents (i.e., the Mayflower Compact, the Declaration of Independence, the United States Constitution, and the Bill of Rights) to present day government and citizenship D.6 Describe the civic leadership qualities and historical contributions of George Washington, Thomas Jefferson, and Benjamin Franklin toward the development of the United States government D.11 Determine how local and state communities have changed over time, and explain the reasons for changes. Cross Curricular Standards: Technology Standards: 21st Century Skills: _X Creativity and Innovation _X Critical Thinking and Problem Solving _X Communication _X Collaboration 21 st Century Life and Careers Standards: B D B.1 Plan and participate in an advocacy project to inform others about environmental issues at the local or state level and propose possible solutions.

2 Essential Questions: What can we learn from maps about to help us learn about where we live? Why do we have rules and laws? How does a representative democracy empower people to vote? What leadership qualities do people look up to? Why is it important to have checks and balances? Enduring Understandings: We the People of the United States, in Order to form a more perfect Union promote the general Welfare, and secure the Blessings of Liberty to ourselves. All men are created equal, that they are endowed by their creator, with certain inalienable rights, that among these are Life, Liberty and the pursuit of Happiness Vocabulary: Social Studies Skills: Constitution Bill of Rights Chronological Thinking (CH) Representative democracy Legislative Place key historical events and people in historical eras using timelines. Executive Explain how the present is connected to the past. Judicial Spatial Thinking (SP) Cultures Traditions Determine locations of places and interpret information available on maps and globes. Economy Use thematic maps and other geographic representations to obtain, describe, and compare spatial patterns and information about people, places, regions, and environments. Critical Thinking (CR) Distinguish fact from fiction. Identify and use a variety of primary and secondary sources for reconstructing the past (i.e. documents, letters, diaries, maps, photos, etc.). Presentational Skills (PS) Use evidence to support an idea in a written and/or oral format. Learning Targets Content Resources Students will participate in a Service Learning Project Each grade will be responsible for the collection of a few items from the teracycle list. Students will be responsible for collecting, packaging, and mailing the items. The money earned will be used to donate to a chosen charity. 1. Determine the information that different maps (at a national 1. Pass out Geography Themes Brainpop questions and preview with students. 1. Brainpop.com Geography Themes and Map

3 level)present. - population - culture - resources - elevation - political - landforms Determine when the information provided on the map may be useful. 2. Rules and laws are developed to protect people s rights and the security and welfare of society. 3. The United States Constitution and Bill of Rights guarantee certain fundamental rights for citizens. Read Textbook- Geography Tools and discuss the different maps and their purposes. National: Put students in small groups and assign them one of the 6 types of maps in Harcourt. The groups will be in charge of presenting to the class the: type of map they looked at the information provided on their map when or how the information on the map is useful whose job might require them to use that specific map The students will choose two types of maps they learned about and compare and contrast the maps. The students will use descriptive language and details describing each map. 2. Have students write down the rules of their favorite game or sport. Discuss the importance of the rules to the game. Discuss why we have rules. Lead into rules of the school and laws of the community, state, and national government. Use Law Worksheet to discuss free choice, laws or rules, and social responsibility. Complete worksheets to determine the similarities and differences between the three. Students will then discuss the importance of laws that affect them. 3. Pass out Bill of Rights Brainpop questions and preview with students. Read pages from textbook. Students will apply what they learned about the Bill of Rights by writing an opinion piece about which amendment affects them the most or which amendment Skills Geography Tools- Harcourt pages Cultural Map pages Land Use and Resource Maps pages Population Maps pages Elevations page 35 Landforms Map page 31 Major Rivers page 40 Temperature page 46 Regions page Ben s Guide to U.S. Government for Kids Law Worksheet 3. Brainpop.com Bill of Rights Harcourt pages Ben s Guide to U.S. Government for Kids

4 they think is the most important. (topic with stated opinion, supports, conclusion)- 4. There are different branches within the United States government, each with its own structure, leaders, and processes, and each designed to address specific issues and concerns. 4. Pass out Branches of Government Brainpop questions and preview with students. Read pages from textbook. Use other websites and games as a supplement Students will create a mural of one of the three branches of government in small groups. The groups will be responsible for writing facts about the branch they chose. The students will present their mural to the class. 4. Brainpop.com Branches of Government, Presidential Power, How a Bill Becomes a Law, Supreme Court Brainpop.com Games Branches of Power and Executive Command Harcourt pages Ben s Guide to U.S. Government for Kids 5. In a representative democracy, individuals elect representatives to act on the behalf of the people 5. Pass out Democracy Brainpop questions and preview with students. Read pages from textbook. Review the ways students can participate in Democracy now using the Participating in Democracy worksheets. Students will write a letter to an elected representative about an issue they feel strongly about. 5. Harcourt pages: The United States and the World pages Sharing a River pages Resolve Conflicts page 247 The Rhine River page 290 and Making a Thoughtful Decision page 291 Problem Solving Strategies Worksheet Party Planning Worksheets 6. Key historical events, documents, and individuals led to the development of our nation. 6. Review the four key documents in order: Mayflower Compact, Declaration of Independence, Constitution, and Bill of Rights. Make a timeline to determine the point in history when the documents were written. 6. Brainpop.com Declaration of Independence, US Constitution, Bill of Rights Mayflower Compact Word

5 Have students work in groups to determine the importance of each document to our history as a country. Have students pick out the most important words in each document. Create a Wordle for each document through Students will write about one of the most prominent words from each wordle to compare the important features of each document. Watch the Brainpop videos and read the text book pages for Washington, Jefferson, and Franklin. Students should keep notes on each man and his contributions to the United States. Students will review their notes and write a piece on the civic leadership qualities the men possessed that allowed them to make such major contributions to our country. Document (to be shared via Promethean Board or printed out) Ben s Guide to U.S. Government for Kids Harcourt pages Constitution pages Brainpop.com George Washington, Thomas Jefferson, Benjamin Franklin Harcourt pages Benjamin Franklin, Thomas Jefferson and Declaration of Independence Constitution pages Characteristics of individual cultures affect everyday problems in their community, state, nation, and around the world therefore collaboration is necessary. 7. Read the text book and use the problem solving activities to show how communities and nations have to collaborate in order to problem solve. Review Problem Solving Strategies. Have students get into groups to plan a holiday party. Students will write about their experience planning a holiday party considering different cultures. 7. Brainpop.com Democracy Harcourt pages Participating in Democracy Worksheets All about NJ state government ndex.htm 8. Communities change over time for various reasons. - due to the people that move in - transportation - economic reasons 8. Students will read the different sections of Harcourt with the purpose of answering the underlying questions of how the community read about has changed over time and why it has changed. 8. Harcourt pages New England Through the Years pages A New England Town pages Transportation and Growth pages Cities Change and Grow pages 142-

6 Assessments: 1. Opinion piece: most important amendment 2. Branches of Government Mural 3. Map Project 4. Wordle Project (comparing the most important US documents) 5. Informational piece on civic leadership qualities 147 Cities Around the World pages Settling the Region pages Cities Grown and Industries Change page River Transportation pages Rivers Around the World pages Heading to the Pacific pages Civics Question #1: What is the Supreme Law of the Land? Civics Question #2: What does the Constitution do? Civics Question #3: The idea of self-government is the first three words of the Constitution. What are these words? Civics Question #4: What is an Amendment? Civics Question #5: What do we call the first ten amendments to the Constitution? Civics Question #6: What is one right or freedom from the First Amendment? Civics Question #7: How many amendments does the Constitution have? Civics Question #13: Name one branch or part of the government? Civics Question #14: What stops one branch of government from becoming too powerful? Civics Question #15: Who is in charge of the executive branch? Civics Question #16: Who makes federal laws? Civics Question #17: What are two parts of the US Congress? Civics Question #18: How many US Senators are there? Modifications: Additional time as needed, modified tests, modified assignments, small group instruction & support, test review, study guide, modify homework/classwork

Pine Hill Public Schools Curriculum

Pine Hill Public Schools Curriculum Content Area: Social Studies Course Title/ Grade Level: Social Studies/ Grade 3 Unit 1: Government Weeks: 7 weeks Unit 2: Georaphy, People, and Environment Weeks: 3