Pine Hill Public Schools Curriculum
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1 Curriculum Content Area: Social Studies Course Title/ Grade Level: Grade 1 Unit 1: Civic Responsibility Month: September Unit 2: U.S. Government Month: End of October Unit 3: Thanksgiving Culture Month: November Unit 4: Traditions Around the World Month: December Unit 5: Unit 6: Civil Rights and the Creation of the United States Global Challenges/Change in Society/Life Month: Month: Unit 7: Maps Month: June BOE Approval Date: August 28, 2012 January/February March / April / May
2 Unit Title: Civic Responsibility Unit #: 1 September What are rules and laws? What is bullying? Who was Johnny Appleseed? How do you solve conflicts? Length of Time: 2 weeks Content Rules and laws in a community Fairness and equality Rights and responsibilities Historical contributions (Johnny Appleseed) Bullying and conflict due to stereotypes or prejudice Conflict resolution Identify rules and laws Create classroom rules that show fairness and equality Demonstrate the characteristics of a good citizen Comprehends the contribution Johnny Appleseed made on the U.S. Define what a bully is Describe and identify bullying behavior Propose solutions to address conflicts or bullying Assessments Formative: teacher observation, anecdotal records, class assigments Summative: oral responses Heterogeneous groups, visual prompts, small groups, individual help as needed Standard:6.1 U.S. History: America CPI # / CPI(s): A A A D D A D.1 Olweus book, read alouds, worksheets, Scholastic News, smartboard
3 Unit Title: U.S. Government Unit #: 2 End of October Length of Time: 2 weeks What changes can government officials make? What are some historical symbols, monuments, and holidays? What do these symbols, monuments, and holidays represent to Americans? Content Change at local, state, and national level (Election) Historical symbols (ex: flag, eagle), monuments (ex: Washington Monument, Lincoln Memorial, Statue of Liberty), and holidays affect on American identify (ex: Columbus Day, Veteran s Day) Describe how changes can be created through the election process (ex: mayor, governor, president) Recognizes historical symbols, monuments, and holidays and explains the affect on American identify Assessments Formative: teacher observation, anecdotal records, class assigments Summative: oral responses CPI # / CPI(s):6.1.4.A D A D.12 Heterogeneous groups, visual prompts, small groups, individual help as needed
4 Unit Title: Thanksgiving Culture Unit #: 3 November Length of Time: 2 weeks Why was there a first Thanksgiving and what did it look like? What were the similarities and differences between the two cultures? How did the behaviors of the Native Americans help influence the lives of the Pilgrims? How did the Pilgrims maintain their traditional beliefs while adopting new practices in the United States? Content Historical contributions (Native Americans and Pilgrims, Thanksgiving) First Thanksgiving (combining two cultures) Compare/Contrast the cultures of the Native Americans and Pilgrims Show how culture is expressed through and influenced by the behavior of people Explain how the First Thanksgiving impacted present day American culture Explain why the Pilgrims left England Assessments Formative: teacher observation, anecdotal records, class assigments Summative: oral responses CPI # / CPI(s):6.1.4.D D D.15 Heterogeneous groups, visual prompts, small groups, individual help as needed
5 Unit Title: Traditions Around the World Unit #: 4 November-December Length of Time: 3 weeks How is the world divided into continents and countries? What are some beliefs, languages, and traditions within different countries? What are your beliefs and traditions and how can they reflect more than one culture? Content Holidays Around the World Cultural Differences in an Interconnected World Traditions and Beliefs Describe how the world is divided into many nations that have their own governments, languages, customs, and laws Explain how an individual s beliefs, values, and traditions may reflect more than one culture (American melting pot) Describe why it is important to understand and accept other cultures and beliefs Assessments Formative: teacher observation, anecdotal records, class assigments Summative: oral responses CPI # / CPI(s):6.1.4.D B A D D.20 Heterogeneous groups, visual prompts, small groups, individual help as needed
6 Unit Title: Civil Rights and Creation of United States Unit #: 5 January-February Length of Time: 4 weeks How did Dr. Martin Luther King and other civil rights leaders influence change? What is a fair law vs. an unfair law? Why did the unfair laws need to be changed? What is civic responsibility? How was the United States created? What were the roles of George Washington and Thomas Jefferson in the creation of the United States? Content Dr. Martin Luther King, Jr. and other civil rights leaders Discrimination and change of laws/beliefs Creation of the United States (George Washington and Thomas Jefferson) Describe how the actions of Dr. Martin Luther King and other civil rights leaders helped create social change Understand the concepts of fairness and equality and how they are part of civic responsibility Explain the contributions George Washington and Thomas Jefferson made to the creation of the United States of America Assessments Formative: teacher observation, anecdotal records, class assignments Summative: oral responses CPI # / CPI(s):6.1.4.A A A A A D A D D D.17 Heterogeneous groups, visual prompts, small groups, individual help as needed
7 Unit Title: Global Challenges/Change in Society/Life Unit #: 6 May Length of Time: 5 weeks What are some global challenges? What are some possible solutions to global challenges? How can service projects help make a difference? What are some common concerns across countries? Who was Benjamin Franklin? How did inventions (communication and transportation) change society? What are wants and needs? Why is it important to know the difference between a want and a need when making purchases? Content Global challenges International communication regarding issues of public concern and discuss solutions Service project Transportation/Communication systems and how they affect economies Inventions in history (Ben Franklin) Wants/Needs and how it affects individuals, communities, and governments Money, Savings, Debt, and Investments in individuals lives Explore global challenges and possible solutions Communicate with students from various countries about common issues of public concern and possible solutions Create group initiative to bring about change Recognizes the impact Ben Franklin had on technology then and now (electricity) Describe the development of communication/transportation systems over time (internet, , texting, phone, mail service, pony express, trains, airplanes, boats) Decide the difference between wants and needs Explain the monetary impact when deciding between a want and need Assessments Formative: teacher observation, anecdotal records, class assignments Summative: oral responses CPI # / CPI(s):6.1.4.A A A C C.15 Heterogeneous groups, visual prompts, small groups, individual help as needed
8 6.1.4.C C D D C C C C.10
9 Unit Title: Maps Unit #: 7 June Length of Time: 2 weeks What are maps used for? What is a compass rose? What kinds of maps are there? In what situation should a certain map be used? How do landforms, climate, and resources affect where people live within a state or country? Content Different types of maps Compass Physical and political maps (New Jersey, United States, World) Map usage in determining distance, location, time zones New Jersey map skills Compare/Contrast different types of maps and determine when the information will be useful Follow directional terms (north, south, east, west) Decide when to use specific maps (globe, political map, gps, time zones) Identify how New Jersey landforms, climate, weather, and resources have impacted where and how people live and work in different regions of New Jersey and U.S. Assessments Formative: teacher observation, anecdotal records, class assignments Summative: oral responses CPI # / CPI(s):6.1.4.B B B B.4 Heterogeneous groups, visual prompts, small groups, individual help as needed, Google Earth
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