CURRICULUM FOR SOCIAL STUDIES

Transcription

1 CURRICULUM FOR SOCIAL STUDIES GRADE FOUR

2 This curriculum is part of the Educational Program of Studies of the Rahway Public Schools. ACKNOWLEDGMENTS Tiffany Lynch, Program Supervisor of Literacy The Board acknowledges the following who contributed to the preparation of this curriculum. Cindy Zatorski Susan Farrar Subject/Course Title: Date of Board Adoptions: Social Studies August 30, 2011 Grade Four

3 RAHWAY PUBLIC SCHOOLS CURRICULUM UNIT OVERVIEW Content Area: Social Studies Unit Title: UNIT 1: The Geography of New Jersey Target Course/Grade Level: Grade 4 Unit Summary: New Jersey is part of the Northeast Region of the United States and has four regions of its own. New Jersey has a variety of landforms, including mountains, hills and plains. There are many waterways throughout New Jersey that are important for both transportation and recreation. New Jerseyans use our many natural resources in a wide variety of ways. Approximate Length of Unit: 7 weeks Primary interdisciplinary connections: Language Arts, Mathematics, Technology, Art, Science LEARNING TARGETS Standards: 6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. 6.3 Active Citizenship in the 21 st Century All students will acquire the skills needed to be active, informed citizens who value diversity and promote culture understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world. Content Strand: B.1 Compare and contrast information that can be found on different types of maps, and determine when the information will be useful B.4 Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different regions of New Jersey and the United States B.5 Describe how human interaction impacts the environment in New Jersey and the United States B.9 Relate advances in science and technology to environmental concerns, and to actions taken to address them 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. 21 st Century Life and Career Skills: A.1 - Recognize a problem and brainstorm ways to solve the problem individually or collaboratively A.2 - Evaluate available resources that can assist in solving problems A.3 - Determine when the use of technology is appropriate to solve problems A.4 - Use data accessed on the Web to inform solutions to problems and the decision-making process A.5 - Apply critical thinking and problem-solving skills in classroom and family settings B.1 Participate in brainstorming sessions to see information, ideas, and strategies that foster creative thinking C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play) D.1 Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience D.2 Express needs, wants, and feelings appropriately in various situations D.3 Demonstrate and awareness of one s own culture and other cultures during interactions within and outside of the classroom F.1 Explain the meaning of productivity and accountability and describe situations in which productivity and accountability are important in the home, school, and community F.2 Establish and follow performance goals to guide progress in assigned areas of responsibility and accountability during classroom projects and extra-curricular activities. Unit Understandings: Students will understand that New Jersey has a rich variety of landforms, including mountains, hills and plains. Geography is the study of Earth and the way people, plants and animals live on it and use it.

4 The state and national parks of New Jersey preserve the natural beauty, wildlife and history of the state. New Jersey s many waterways are important pathways for transportation. New Jersey s shoreline connects New Jersey with the rest of the world. Elevation maps provide important information about landforms and the height of land above sea level. Elevation maps may be used to determine the direction in which a river flows. The main influences on the climate of New Jersey are its nearness to the Atlantic Ocean and its distance from the equator. The United States is a large country of varied landforms and climates. Geographers divide the United States into five major regions. New Jersey s four regions differ from one another because each has special landforms, history, and culture. Decision making involves two major skills: Identifying your goal and predicting the possible results of each choice you have. New Jersey s natural resources include forests, soil, water, and minerals. New Jersey s resources provide jobs, recreation, and products for the people of the state. Unit Essential Questions: What is a wetland? What are landforms? What landforms would you see on a trip around our state? How would you describe the landforms where you live? What is the difference between the mouth of the river and its source? What makes the Musconetcong River a tributary? How are waterways important to our state? What is elevation? What is the elevation of the highest point in New Jersey? What is the elevation along the coast? How does an elevation map help us learn about geography? What is the difference between climate and weather? As you move away from the equator, what usually happens to the climate? What are two factors that affect the climate of New Jersey? How would you compare the weather today with the weather six months ago? What is the climate of your area; how does the distance from the equator and the nearness of the Atlantic Ocean affect it? What are the major landforms of the United States? What is a region? What is the region in which New Jersey lies? What landforms does the Northeast region share with other regions of the United States? What are the definitions of urban and rural? Which region of New Jersey has the largest population? What is one feature that is special for each of the four regions of New Jersey? What are the similarities and differences between the Atlantic Coastal Plain and the Ridge and Valley regions? What is a decision? How will predicting possible results help you make a good decision? Why is it important to know how to make a good decision? What are three examples of natural resources? How can farmers renew soil when they plant crops? Why is it important for New Jerseyans to conserve our natural resources? What are two reasons people might decide to use renewable sources of energy? What is one natural resource that is important to the area in which you live and how is it used? Knowledge and Skills: Students will know.. key vocabulary: landforms, geography, border, coast, wetland, waterway, transportation, source, tributary, mouth, recreation, aquifer, port, weather, climate, temperature, precipitation, blizzard, hurricane, region, swamp, marsh, bayou, desert, rain shadow, culture, population, urban, rural, fall line, commute, glacier, reservoir, environment, natural resource, economy, renewable resource, agriculture, nonrenewable resource, mineral, pollution, conservation, recycle key places: High Point State Park, Delaware Water Gap National Recreation Area, Delaware River, Great Swamp, Sandy Hook, Pinelands, Cape May, Raritan River, Hudson River, Musconetcong River, Newark, Elizabeth, Secaucus, Trenton, Morristown, Atlantic City, Camden, Appalachian Mountains, Mississippi River, Davis Bayou, Interior Plains, Central Plains, Great Plains, Rocky Mountains, Grand Canyon, Atlantic Coastal Plains, Piedmont, Highlands, Ridge and Valley, Franklin, Sparta, Linden Geography is the study of Earth and everything on it. Landforms are the shapes that make up the Earth s surface. As you go from one part of New Jersey to another, you see different kinds of landforms. Ships from all over the world carry goods to and from the ports of our state. Rivers, streams, and lakes provide water for drinking, farming, factories, and recreation. Taking care of New Jersey s waterways is important if we want to continue using them. Climate is the pattern of weather a place has over time. Temperature and precipitation are two key parts of climate. New Jersey s nearness to the Atlantic Ocean and its distance from the equator affects its climate. Severe weather in New Jersey can include blizzards and hurricanes.

5 The five regions of the United States are the Northeast, Southeast, Middle West, Southwest and West. The Coastal Plain is found in the Northeast, the Southeast, and the Southwest. Corn and wheat are the main crops of the Middle West. The mountains of the West have an effect on rainfall. The Atlantic Coast Plain is our state s largest region. The Piedmont has the most people of any New Jersey region. The Highlands region has most of our state s lakes and reservoirs. The Ridge and Valley region offers recreation and good land for dairy farms. Natural resources are things in the environment that people can use. Renewable resources include trees, soil, and water. Nonrenewable resources include minerals, oil, and natural gas. Conservation helps to protect our state s resources. Students will be able to define geography as the study of Earth and the way people live on and use it. define landforms as a shape on Earth s surface such as a mountain or hill. identify and describe the major landforms of New Jersey. explain how state and national parks preserve New Jersey s natural beauty, wildlife, and history. identify different natural environments protected in New Jersey s parks. explain how New Jersey s shoreline connects our state to the rest of the world. describe how people use New Jersey s waterways. analyze how caring for our state s waterways is important. read and interpret an elevation map. analyze the effect of elevation on waterways. define climate as the weather of an area over a number of years. identify temperature and precipitation as key parts of climate. explain how New Jersey s nearness to the Atlantic Ocean and its distance from the equator affects its climate. recognize the forms of extreme weather that sometimes occur in New Jersey. identify the country s five regions. compare major landforms and other features of each region. locate the region in which New Jersey lies. identify our state s four regions. explain how the people who live in a region affect the land. distinguish between urban and rural. define decision making as a skill used to make a choice from a number of ways of doing something. practice the skill of decision making by first choosing a goal and then identifying and evaluating the choices. identify major natural resources. recognize the importance of natural resources in New Jersey s economy. distinguish between renewable and nonrenewable resources and ways to conserve them. describe how the Lafayette 4-H Club improves the environment by removing accumulated trash and adopting the Jersey Cottage Park in Morristown. Assessment: EVIDENCE OF LEARNING What evidence will be collected and deemed acceptable to show that students truly understand? Project: Students will work individually and cooperatively to produce a New Jersey tour book. Students will collect information about New Jersey s landforms, climate, waterways, and natural resources. Quizzes ( Practice and Project Workbook) Chapter/Unit Tests (Assessment Workbook) Learning Activities: What differentiated learning experiences and instruction will enable all students to achieve the desired results? Internet Activities ( Prepare a wall map of New Jersey that details its borders with other states. Label major towns, cities, and rivers along the borders. Label the surrounding states and these state s borders. Research Students will choose one New Jersey State Park and use resources to find out more about it. Each student will prepare a short report that includes information about the location of the park, its history, the types of plants and animals that live there, and its recreational facilities. Chart Students will create a chart that includes the following information for three different rivers shown on the elevation map: beginning elevation, final elevation, and direction of flow. Art/Science Students will design their own natural resource mobile to help students identify the different resources in New Jersey. Think and Write - Brainstorm ways to help conserve resources in your community by applying critical thinking and problem solving skills.

6 RESOURCES Teacher Resources: Equipment Needed: Textbook New Jersey: Adventures in Time and Place Workbook New Jersey: Adventures in Time and Place Practice and Project Book Assessment Book New Jersey: Adventures in Time and Place Assessment Book Various Primary Source documents Computers with internet access student supply of textbooks Kidspiration computer program Chart paper hangers art supplies

7 RAHWAY PUBLIC SCHOOLS CURRICULUM UNIT OVERVIEW Content Area: Social Studies Unit Title: UNIT 2: The Settlement of a New Land Target Course/Grade Level: Grade 4 Unit Summary: The first people to come to New Jersey about 12,000 years ago were bands of hunters following wild animals. These Natives Americans eventually developed societies. They were followed by explorers and settlers from Europe. Later the settlers won the American Revolution and made the United States a country. New Jersey was one of the first states in the new nation. Approximate Length of Unit: 7 weeks Primary interdisciplinary connections: Language Arts, Mathematics, Technology, Art, Science LEARNING TARGETS Standards: 6.1 U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. 6.3 Active Citizenship in the 21 st Century All students will acquire the skills needed to be active, informed citizens who value diversity and promote culture understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world. Content Strand: B.1 Compare and contrast information that can be found on different types of maps, and determine when the information will be useful B.4 Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different regions of New Jersey and the United States B.5 Describe how human interaction impacts the environment in New Jersey and the United States B.7 Explain why some locations in New Jersey and the United States are more suited for settlement than others B.8 Compare ways people choose to use and divide natural resources D.1 Determine the impact of European colonization on Native American populations, including the Leni-Lenape of New Jersey D.2 Summarize reasons why various groups, voluntarily and involuntarily, immigrated to New Jersey and American, and describe the challenges they encountered D.3 Evaluate the impact of voluntary and involuntary immigration on America s growth as a nation, historically and today 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, Declaration of Independence, the United States Constitution, and the Bill of Rights) to present day government and citizenship D.7 Explain the role governor William Livingston played in the development of New Jersey government D.8 Determine the significance of New Jersey s role in the American Revolution D.10 Describe how the influence of Native American groups, including the Leni-Lenape culture, is manifested in different regions of New Jersey A.1 Evaluate what makes a good rule or law A.4 Communicate with students from various countries about common issues of public concern and possible solutions D.1 Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions. 21 st Century Life and Career Skills: A.1 - Recognize a problem and brainstorm ways to solve the problem individually or collaboratively A.2 - Evaluate available resources that can assist in solving problems A.3 - Determine when the use of technology is appropriate to solve problems A.4 - Use data accessed on the Web to inform solutions to problems and the decision-making process A.5 - Apply critical thinking and problem-solving skills in classroom and family settings B.1 Participate in brainstorming sessions to see information, ideas, and strategies that foster creative thinking C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play).

8 D.1 Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience D.2 Express needs, wants, and feelings appropriately in various situations D.3 Demonstrate and awareness of one s own culture and other cultures during interactions within and outside of the classroom F.1 Explain the meaning of productivity and accountability and describe situations in which productivity and accountability are important in the home, school, and community F.2 Establish and follow performance goals to guide progress in assigned areas of responsibility and accountability during classroom projects and extra-curricular activities. Unit Understandings: Students will understand that the first people to live in New Jersey were descendants of Ice Age hunting groups that came to America thousands of years later. cause-and-effect relationships can be recognized through the identification of connections among sets of facts and events. the Lenape living in New Jersey used resources in their environment for food, clothing, and shelter. the Lenape traveled by foot over well-defined trails. due to geography, a number of New Jersey s modern roads and highways follow the same routes. the village was the center of Lenape life. Lenape men, women, and children fulfilled various roles, such as farming, hunting, preparing food, building homes, and governing. the first Europeans to arrive in New Jersey were looking for a water route to Asia. the Europeans were unsuccessful in finding a water route to Asia; instead, they found a land rich in resources inhabited by many Native American groups who were eager to trade. many Europeans were drawn to this area due to the richness of resources and trade opportunities. the grid of latitude and longitude lines helps us to locate places on Earth. the Dutch were the first Europeans to settle in New Jersey. the Dutch traded with the Lenape and started settlements to protect and support their trading. the Lenape taught the Dutch many skills before tensions brought on by cultural differences and disease eventually caused fighting between the two groups. English rule in New Jersey began in the colony was divided into two parts from 1676 until 1702, when it was reunited as a royal colony. English rule brought freedom of religion and the government of delegates of the people to New Jersey. time lines show the order in which events took place. the New Jersey colony grew quickly in the 1700s. towns developed, industries got started, and farming thrived. while most people enjoyed freedom, other New Jerseyans were indentured servants or enslaved Africans. colonists continued to treat the Lenape poorly, forcing many to leave. Britain s efforts to tax the colonies after the French and Indian War brought colonial protest. fighting in Massachusetts convinced Americans to declare independence. the issue that independence was political and those political issues tend to involve many different opinions. identifying fact from opinion helps students distinguish statements that can be proven true from statements that cannot. British control of New Jersey would have helped separate New England from the southern colonies. the war had been going poorly for the Americans, but victories at Trenton and Princeton showed Americans that victory was possible. parks, buildings, monuments, and other special places make up New Jersey s historic sites. these sites keep alive the memory of important historic events and the contributions of people in New Jersey s past. New Jersey was the third state to ratify the Constitution, which replaced the weak Articles of Confederation. Unit Essential Questions: What is prehistory? What is an artifact? How do we know about the first people of New Jersey? How were the lives of hunters-gatherers the same as the lives of the early farmers? How are they different? Why do you think that archaeologists often look for artifacts often look for artifacts in caves and near rivers? What is a cause? What is an effect? What caused the early people in North America to be cut off from Asia? How can the appearance of the land bridge be seen as an effect of one thing and as a cause of something else? What was an effect of the glaciers melting? How might identifying cause and effect help you to understand history? What is a manetu? What are five resources from their environment used by the Lenape? Why did the Lenape travel with the seasons? What was one effect of a bad manetu? What are three foods that were part of the Lenape diet? What is an oral tradition? How is your daily life the same as that of a Lenape child? How is it different? Who was Columbus? Why did European countries send explorers to North America? Who were the first Europeans to explore New Jersey? What can you predict may have happened if Columbus turned back before he reached land?

9 What are lines of latitude and longitude3? What are the lines of latitude and longitude used for? What is a colony? What was a patroon? Why did the Dutch decide to settle New Netherland? What can you predict might have happened if the Lenape had not taught the Dutch skills for farming and hunting? Why did England want to take over New Netherland? What important freedom did New Jersey s first constitution guarantee? What are two ways the English changed New Jersey after they took over from the Dutch? What were some of the causes for New Jersey colonists to be unhappy with the proprietors? How does a time line help you to place events in the right order? In what other subjects would a time line be useful? What different jobs did men and women do in colonial New Jersey? What were three industries that started in New Jersey in colonial times? Why was farming so important in colonial New Jersey? How was the life of a colonial child the same as that of a Lenape child? How was it different? Why did Britain want the colonists to pay more taxes? What was one way the people of New Jersey protested the taxes? What were two events that led the colonists to break away from Great Britain? In what ways is a fact different from an opinion? Why does a word clue like the best often tell you that the speaker is expressing an opinion? How would the reference section of the library help you to decide if certain statements were facts or opinions? Why is it useful to be able to tell a fact from an opinion? What is a loyalist? How did New Jerseyans suffer during the war? What are three important battles of the American Revolution that were fought in New Jersey? What do you predict might have happened if Washington had not defeated the British at Trenton and Princeton? What issue did New Jersey and New York quarrel about after the war? Why did the Americans decide they needed a Constitution? What is one way in which New Jersey influenced the forming of the government of the United States? How are the Virginia Plan and the New Jersey Plan alike? How are they different? Students will know.. key vocabulary: Ice Age, artifact, archaeologist, prehistory, hunter-gatherer, ancestor, cause, effect, Lenape, heritage, religion, manetu, longhouse, wigwam, sakima, oral tradition, explore, latitude, longitude, parallel, degree, prime meridian, meridian, global grid, colony, governor, immigrant, patroon, slavery, proprietor, constitution, assembly, delegate, time line, industry, indentured servant, French and Indian War, ally, tax, Stamp Act, militia, American Revolution, Declaration of Independence, fact, opinion, Patriot, Loyalist, Hessian, convention, New Jersey Plan, compromise, ratify, Bill of Rights key places: Beringia, Bering Strait, Abbott Farm, Lenapehoking, Raritan River, Sandy Hook, Newark Bay, New Netherland, Fort Nassau, Bergen,, West Jersey, Burlington, East Jersey, Perth Amboy, Middle Colonies, Salem, Greenwich, Princeton, Monmouth Courthouse, Morristown, Short Hills, Trenton key people: Charles C. Abbott, Christopher Columbus, John Cabot, Giovanni da Verrazano, Henry Hudson, Cornelius Mey, Peter Minuit, Sarah Kiersted, Peter Stuyvesant, Richard Nicolls, Sir George Carteret, Lord John Berkeley, Philip Carteret, William Penn, George Washington, William Franklin, Thomas Jefferson, Abraham Clark, Richard Stockton, John Witherspoon, William Livingston, Mary Ludwig Hays, William Paterson It is the belief of most scientists that people from Asia crossed Beringia to Alaska about 40,000 years ago. Archaeologists use artifacts to learn about people who lived thousands of years ago. Early New Jerseyans got food by hunting and gathering. About 1,000 years ago, people in New Jersey started farming. Certain clue words signal causes-because, since, as a result. Certain clue words signal effects so, therefore, as a result. The Lenape of New Jersey were divided into two main groups; the Munsee and the Unami. Lenape lives followed the cycle of the season. Religion was an important part of the Lenape life. Lenape boys and girls had different tasks and learned different skills. The village was the center of Lenape life. The people built longhouses and wigwams to live in. Lenape passed down customs through oral tradition. Columbus reached North America in European explorers searched for a water route to Asia. Giovanni da Verrazano and Henry Hudson explored New Jersey meeting with the Lenape. By using map reading skills, one can locate a given place on a map by finding its longitude and latitude. The Dutch first came to New Jersey to trade for furs with the Lenape. The Dutch West India Company controlled trade in New Netherland and brought new settlers from Europe and Africa. Dutch settlers learned skills from the Lenape and built New Jersey s first permanent town, Bergen. The English defeated the Dutch and took over New Netherland. The English attracted settlers to New Jersey from England and from other colonies.

10 East Jersey and West Jersey developed differently. The Quakers played an important role in West Jersey. East and West Jersey were reunited in 1702 and became a royal colony. Most people in colonial New Jersey lived on farms, but some worked in industries, too. Most farms were small family farms. Larger farms were worked by indentured servants and enslaved Africans. Only white men who owned property had full rights in the New Jersey colony. The British fought the French and Native Americans in the French and Indian War. Many colonists became angry with the British laws and taxes that they thought were unfair. Leaders of the colonies declared independence in Opinions can sometimes be recognized by such word clues as; I think, I believe, the best, or should. Because of its location, New Jersey played an important part in the American Revolution. The battles of Trenton and Princeton gave Americans hope in the Continental Army. Washington s army struggled through a harsh winter at Morristown. Quarrels between the states pointed to the need for changes in our country s government. Leaders from each state met in Philadelphia in 1787 to write a new constitution for the United States. The New Jersey Plan led to a compromise about Congress. Students will be able to indicate how and when early hunting groups may have entered the Americas and how archaeologists study them. describe the lives of early New Jerseyans. tell how New Jerseyans lives changed after the Ice Age. recognize causes and effects in the migration of early hunters and apply the skill to other situations. identify the two main Lenape groups. summarize the role of the seasons and religion in Lenape life. trace some routes of Lenape trails and corresponding highways on a map. describe how modern roads evolved over time. discuss the tasks of Lenape girls and boys. describe Lenape village life, including meals, homes, tradition, and recreation. identify Columbus and his first voyage to the Americas. identify Cabot, Verrezano, and Hudson, and describe their explorations of New Jersey and their interactions with Native Americans. explain the purpose for the first voyages of exploration in the New Jersey area. apply map-reading skills to locate places using the lines of latitude and longitude. explain why the Dutch first came to New Jersey. identify the Dutch West India Company and its role in forming New Netherlands. examine the life of the colonists and their relationship with the Lenape. describe how the English gained control of New Netherland. explain how the English attracted settlers to New Jersey. compare the development of East Jersey and West Jersey. explain how New Jersey became a unified royal colony. read and interpret time lines. describe how men, women, and children lived and worked on colonial New Jersey farms. identify early New Jersey industries. explain New Jersey s early society and the differences in the lives of the people who lived there. summarize the French and Indian War. explain why colonists declare independence from Britain. explore the writing of the Declaration of Independence and New Jersey s Constitution. analyze colonists different points of view concerning independence form Great Britain. distinguish facts form opinions in written materials. explain the importance of New Jersey s location to the American Revolution. analyze the significance of the battle of Trenton and Princeton. identify the contribution of Patriot Molly Pitcher. explain what a historic site is. describe some specific historic sites in New Jersey and why they are preserved. explain why and how the Constitution was written. describe the New Jersey Plan and its role at the Constitutional convention.

11 EVIDENCE OF LEARNING Assessment: What evidence will be collected and deemed acceptable to show that students truly understand? Project: Students will work individually and cooperatively to design displays that show the varied environments of the early New Jerseyans. Quizzes ( Practice and Project Workbook) Chapter/Unit Tests (Assessment Workbook) Learning Activities: What differentiated learning experiences and instruction will enable all students to achieve the desired results? Internet Activities ( Research Students will conduct research to learn the extent of the glaciers in North America during the Ice Age. Students will draw a map showing the glaciers and Beringia. Research Students will research about one of the explorers discussed in Unit 2. Students will create a poster with a picture of the explorer, a map showing the explorer s major voyages, and a short biography. Current Events Students will choose articles from newspapers and magazines about current events and identify causes and effects. Presentation groups of three or four students will prepare a five-minute presentation on a local highway, bridge, waterway, or other means of transportation. Their presentation should include pictures or maps and tell why the route is important today. Students will create a time-line of the school year to date by dividing a strip of wide masking tape into twelve time periods, one for every month of the year. As you name an event and date, students will place their event on the time line. Chart Students will design a cause and effect chart of events in the unit. They must include events that may be both effects and causes. Music Invite students to write other lyrics for Yankee Doodle lyrics aimed at British soldiers or policies. Art/Science Students will produce a four-panel mural depicting Lenape life during the cycle of the seasons. Think and Write 1. Suppose you were one of the following people: A Lenape in the 1600 s An explorer along the Delaware River An early New Jersey settler from England 2. Gather information from various resources about the person you chose. 3. Write a diary page that might have been written by that person. You may write about your home life, family, or thoughts on the new or changing world around you. 4. Trade papers with a partner. 5. Challenge your partner to guess which person from the list wrote the diary. RESOURCES Teacher Resources: Textbook New Jersey: Adventures in Time and Place Workbook New Jersey: Adventures in Time and Place Practice and Project Book Assessment Book New Jersey: Adventures in Time and Place Assessment Book Various Primary Source documents Equipment Needed: Computers with internet access student supply of textbooks Kidspiration computer program Chart paper art supplies including; grass, bark, oak tag, sticks, construction paper, craft sticks, markers newspapers, magazines masking tape paper pencils

12 RAHWAY PUBLIC SCHOOLS CURRICULUM UNIT OVERVIEW Content Area: Social Studies Unit Title: UNIT 3: The Growing State of New Jersey Target Course/Grade Level: Grade 4 Unit Summary: New Jersey grew and changed in the 1800s. Transportation improved dramatically, industries developed, and reformers tried to better people s lives. The slavery issue led to the Civil War between the North and South. New Jerseyans fought for the Union. After the war, our state saw new industries and inventions change American life forever. Many New Jerseyans worked for government reform and fought in two world wars during the first half of the 20 th century. Approximate Length of Unit: 7 weeks Primary interdisciplinary connections: Language Arts, Mathematics, Technology, Art, Science LEARNING TARGETS Standards: 6.1 U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. 6.3 Active Citizenship in the 21 st Century. All students will acquire the skills needed to be active, informed citizens who value diversity and promote culture understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world. Content Strand: A.9 Compare and contrast responses of individuals and groups, past and present, to violations of fundamental rights A.13 Describe the process by which immigrants become United States citizen A.15 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 will be useful C.14 Compare different regions of New Jersey to determine the role that geography, natural resources, climate, transportation, technology, and/or the labor force have played in economic opportunities C.15 Describe how the development of different transportation systems impacted the economies of New Jersey and the United States C.17 Determine the role of science and technology in the transition from the agricultural society to an industrial society, and then to the information age C.18 Explain how the development of communications systems has led to increased collaboration and the spread of ideas throughout the United States and the world D.9 Explain the impact of the trans-atlantic slavery on New Jersey, the nation, and individuals D.11 Determine how local and state communities have changed over time, and explain the reasons for changes D.12 Explain how folklore and the actions of famous historical and fictional characters from New Jersey and other regions of the United States contributed to the American national heritage A.1 Evaluate what makes a good rule or law A.4 Communicate with students from various countries about common issues of public concerns and possible solutions C.1 Develop and implement a group initiative that addresses an economic issue impacting children D.1 Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions. 21 st Century Life and Career Skills: A.1 - Recognize a problem and brainstorm ways to solve the problem individually or collaboratively A.2 - Evaluate available resources that can assist in solving problems A.3 - Determine when the use of technology is appropriate to solve problems A.4 - Use data accessed on the Web to inform solutions to problems and the decision-making process A.5 - Apply critical thinking and problem-solving skills in classroom and family settings B.1 Participate in brainstorming sessions to see information, ideas, and strategies that foster creative thinking C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play).

13 D.1 Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience D.2 Express needs, wants, and feelings appropriately in various situations D.3 Demonstrate and awareness of one s own culture and other cultures during interactions within and outside of the classroom F.1 Explain the meaning of productivity and accountability and describe situations in which productivity and accountability are important in the home, school, and community F.2 Establish and follow performance goals to guide progress in assigned areas of responsibility and accountability during classroom projects and extra-curricular activities. Unit Understandings: Students will understand that New Jersey was an important link between New York City and Philadelphia despite difficult travel in the early 1800s. People improved transportation by building new roads and canals. Steamboats and railroads further improved transportation. Map scales are used to measure real distances on a map. Alexander Hamilton helped to plan the town of Paterson as a factory town. Paterson became a great textile center. Paterson workers went on strike to gain better working conditions in the late 1890s. Circle and line graphs make comparing different facts and figures easier. Between 1830 and 1860, many New Jerseyans works for reforms, ways to make government or business work better. Some New Jerseyans worked to expand suffrage (the right to vote). Some New Jerseyans worked to establish free public schools and to improve care for the mentally ill. Beginning in the late 1700s, some people took steps to abolish slavery in New Jersey with antislavery laws Many enslaved African Americans in the South escaped slavery along the Underground Railroad. In 1861, disagreements between the North and South over slavery and states rights led to the Civil War. By the end of the Civil War, about one of every ten New Jerseyans had served in the Union forces. Making conclusions allows one to connect and better understand separate pieces of information. New Jersey industry grew rapidly in the period following the Civil War. New inventions, new industries, and the formation of labor unions changed the way Americans lived and worked. People today use many different inventions developed by innovative New Jerseyans. During the 1800s, thousands of people from Ireland, Germany, Italy, Hungary, Russia, Poland, and other countries came to New Jersey to find a new life. New Jerseyans worked to reform city and state government in the early 1900s. Women won the right to vote with passage of the Nineteenth Amendment. Information about historical events may come from primary sources and secondary sources. The United States entered World War I and many New Jerseyans sided the war effort. During the Great Migration, many African Americans came to New Jersey. The Jazz Age changed culture, industry, and technology. The Great Depression hit New Jersey hard: businesses closed, unemployment rose, banks failed. Recovery came as New Jersey found themselves taking part in another world war. Unit Essential Questions: Why was travel in New Jersey difficult in the early 1800s? What is a monopoly? How was New Jersey a crossroads in the early 1800s? What are three ways people traveled in New Jersey in the early 1800s? Identify the following in the correct order: John Steven builds the first American locomotive; John Fitch launches his steamboat in Philadelphia; the John Bull begins regular trips. What is a scale on a map? Why is it helpful to use a scale strip? Which map would you use to find the distance between Camden and Atlantic City? What is the distance between the two cities in miles/kilometers? When might it be helpful to use maps drawn to different scales? Did more people work in Newark s furniture industry or its leather-making industry? How do you know? What can you conclude from the line graph about the number of people in Newark between 1820 and 1860? How do line and circle graphs differ? How do graphs make it easier for you to understand information? What is suffrage? Why were public schools needed in New Jersey in the 1820s? In which two ways did New Jersey reformers work to improve the lives of others in the state? What effect did Dix s report to the legislature have on health care for people with mental illnesses? What is abolition? What are two reasons why New Jersey had ties to the South? How would you contrast the views of New Jerseyans on the subject of slavery? If you were a person fleeing from slavery, which river would you have to cross to reach New Jersey? Why were New Jerseyans divided before the Civil War began? What event started the Civil War in 1861? What role did New Jersey play in the Civil War?

14 Knowledge and Skills: How would you compare and contrast the Union and the Confederacy at the start of the Civil War? How might making conclusions help you learn about history? What are three of Thomas Edison s inventions? How would you describe how some of the inventions of Thomas Edison affect us today? What is a labor union? How would you describe a way that new industries changed life in New Jersey after the civil war? What is one conclusion you could make about the life of a child who worked in a factory? Where did many of New Jersey s immigrants come from in the late 1800s and early 1900s? What is the name of the immigration station that was located off the New Jersey shore? Why did immigrants leave their homelands to settle in New Jersey? What did New Idea supporters believe? How did women from New Jersey work for woman suffrage? What were three reforms that came to New Jersey during the early 1900s? How did the Nineteenth Amendment change women s lives in our country? What is the difference between a primary source and a secondary source? If you wrote an article about child labor in the 1900s, would it be a primary source or a secondary source? Why? Is a biography a primary source or secondary source? How can both primary and secondary sources help you understand history? What were some ways New Jerseyans helped the United States in World War I? What was the Great Migration and why did African Americans come to the North? How did life change in New Jersey during World War I in the 1920s? What could be one cause and one effect of the Great Migration? What was the Great Depression? How did the New Deal help the people of New Jersey recover from the Great Depression? How did the Great Depression and World War II change life in New Jersey? Identify these events in the correct order: attack on Pearl Harbor; the New Deal programs; stock market crash; end of World War II. Students will know.. key vocabulary: charter, toll, turnpike, canal, monopoly, Joint Companies, scale, manufacturing, War of 1812, strike, graph, circle graph, line graph, reform, suffrage, abolition, Underground Railroad, Fugitive Slave Act, states rights, secede, Confederacy, Union, Civil War, draft, Emancipation Proclamation, conclusion, patent, labor union, discrimination, bribe, New Idea, political party, primary, primary source, secondary source, World War I, Allied Powers, Central Powers, Great Migration, Great Depression, New Deal, Axis Powers, World War II, Allies key places: Bordentown, Paterson, Weehawken, Fort Lee, Cape May, Gettysburg, Appomattox Courthouse, Menlo Park, Roselle, Ellis Island, Jersey City, Hoboken, Camp Dix, Burlington key people: John Fitch, John Stevens, Alexander Hamilton, John Colt, Lucy Stone, Dorothea Dix, John S. Rock, Angelina Grimke, Sarah Grimke, Harriet Tubman, Charity Still, Abraham Lincoln, Philip Kearny, George b. McClellan, Cornelia Hancock, Ulysses S. Grant, Thomas Alva Edison, Grover Cleveland, Mark Fagan, Franklin Murphy, Woodrow Wilson, Hannah Silverman, Mary Philbrook, Alice Paul, Mary T. Norton, Walter G. Alexander, Jacob Lawrence, Jesse Redmon Fauset, Paul Robeson, Franklin D. Roosevelt, Frank Hague, Albert Einstein New bridges and turnpikes improved transportation in New Jersey. Canals provided a water link between cities and brought coal from Pennsylvania. John Fitch built the country s first steamboat in New Jersey. Railroads came into use in the 1830s and soon controlled transportation in our state. The Great Falls of the Passaic River provided power to run factory machines. Paterson became a center for making cotton cloth and silk. Factory work was hard, and workers struggled to gain rights. New Jersey s laws in the 1800s denied women and African American men the right to vote. New Jersey leaders created free public schools. Dorothea Dix worked to improve the treatment of people with mental illness. Some New Jerseyans opposed slavery, but our state also had strong ties to the South. In 1804, New Jersey passed a law that slowly abolished slavery. By 1860, there were still 18 enslaved people in our state. Thousands of African Americans escaping from slavery followed the Underground Railroad through New Jersey. The Civil war began in 1861 and ended in New Jersey sent more than 88,000 men to fight in the Union Army. New Jersey factories and farms supplied the war effort. The Emancipation Proclamation abolished slavery. Following the Civil War, industry grew rapidly in New Jersey. Thomas Edison invented many new products and developed the first research laboratory. Workers formed labor unions to win better pay and better working conditions. Immigrants came to New Jersey to seek a better life. Large numbers of immigrants passed through Ellis Island when they entered the United States. Many immigrants settled in communities or neighborhoods with people from their homeland. Immigrants suffered discrimination from native-born Americans.

15 New Idea supporters, women s groups, and Woodrow Wilson worked for reforms. Workers in Paterson tried to improve their lives through a strike in Under the Nineteenth Amendment, women gained the right to vote in The United States joined and Allied Powers in World War 1. During the Great Migration many African Americans moved to New Jersey. The 1920s brought new ideas, new businesses, and improved transportation to New Jersey. The stock market crash of 1929 marked the beginning of the Great Depression. President Roosevelt s New Deal programs helped many people in New Jersey get jobs. The United States entered World War II in The war ended the Great Depression. New Jerseyans helped the war effort as citizens, soldiers, workers, and scientists. Students will be able to Describe how new bridges and turnpikes improved transportation in New Jersey. Explain the importance of canals. Identify John Fitch and his role in steamboat travel. Trace the development of railroads. Use a scale strip to accurately measure distances on a map. Describe the founding of Paterson. Explain how the mills of Paterson were powered. Identify the major products of Paterson s factories. Describe how Paterson s workers fought for rights. Use information on circle and lien graphs to make comparisons and form conclusions. Explain why some New Jerseyans fought for suffrage in the 1800s. Describe the efforts to provide New Jersey children with free public schools. Indentify Dorothea Dix and describe her work. Explain how the slavery issue divided the people of New Jersey. Explore the importance of the Underground Railroad. Examine the ways than many New Jerseyans opposed slavery. Identify the ways in which New Jersey supported the Union in the Civil War. Cite the purpose of the Emancipation Proclamation. Use historical facts to draw conclusions. Explain how industry expanded after the Civil War. Identify Edison s innovations and list some of his inventions. Describe the early labor movement. Explain why New Jersey can be considered a center for innovation. List and describe some inventions introduced by New Jerseyans. Note the reasons people had for immigration. Summarize the Ellis Island experience. Describe immigrant communities and discrimination immigrants faced. Explain how today s immigrants can help one another adjust to their new life. Describe the New Idea and its supporters. Examine the Paterson silk strike of Explain the provisions of the Nineteenth Amendment. Define primary sources (a firsthand account of an event or an artifact created during the period of history that is being studied) and secondary sources (an account of the past based on information from primary sources and written by someone who was not an eyewitness to those events) and distinguish between them. Explain why the United States entered World War I on the side of the Allies. Analyze the Great Migration. Describe some of the technological and cultural changes during the 1920s. Describe the stock market crash of 1929 and the Great Depression that followed. Explain how the New Deal helped New Jerseyans find work. Describe how New Jerseyans contributed to the effort to win World War II. EVIDENCE OF LEARNING Assessment: What evidence will be collected and deemed acceptable to show that students truly understand? Project: Students will work individually and cooperatively to design a commemorative stamp. They will choose an influential person, place, or event. Students will then create an honorary stamp. Students will also write a brief explanation for their choice. Quizzes ( Practice and Project Workbook) Chapter/Unit Tests (Assessment Workbook)