Readington Township Public Schools Grade 4 Social Studies Authored by: Emily Bengels Mindy Bennington Filomena Brogna Donna DeGrau AnneMarie Ehler Maria Ventura Reviewed by: Mary Jean DiRoberto Board of Education approval/adopted: December 6, 2011 Members of the Board of Education: Joanne Sekella, President Rick Finn, Vice President Janet Cole Cheryl Finn William Goodwin David Livingston Wayne Doran Laura Simon Eric Zwerling Superintendent: Dr. Barbara Sargent Readington Township Public Schools 52 Readington Road, Whitehouse Station NJ 08889 www.readington.k12.nj.us
Readington Township School District Social Studies Curriculum Grade 4 I. OVERVIEW The Readington Township School district social studies curriculum adheres to the belief that social studies education should foster, for all students, the ability to understand their world and to have an appreciation for the heritage of America with a high degree of literacy in civics, history, economics, and geography. Our curriculum leads students from an understanding of themselves and the world around them to the greater community of Readington and New Jersey, and, eventually, to an understanding of American traditions, democratic values, and our global society. II. RATIONALE The purpose of social studies education is to provide students the opportunity to acquire the knowledge, skills, and perspectives needed to become active, informed citizens and contributing members of local, state, national, and global communities in the digital age. Kindergarten students will focus on home and family as they are introduced to the basic understandings of good citizenship and learn about American holidays and symbols. In first grade, students will learn about the rights that responsible Americans enjoy. Students will also gain knowledge of schools, communities, and transportation, now and long ago. The different traditions and customs of Americans will also be explored as students compare people with different backgrounds. They will also review the difference between needs and wants, and how their needs are met. In second grade, students will learn how a community, state, and nation are all different and alike in some ways. Children will learn that people use resources and change their environments, and will learn that technology can help us conserve our resources. Children will compare and contrast life today with life long ago. They will see how both people and places change over a period of time and that certain important people or events have become part of our heritage. They will review the concepts of wants, needs, goods and services. In third grade, students learn about the rights and responsibilities of community members as they expand their knowledge of local government in Readington Township. They will examine how communities change over time and recognize the diversity of communities around the world. Students will explore both physical and human geography, as they learn the importance of protecting our natural resources. In fourth grade, the focus is on the history and geography of New Jersey to understand its unique features and characteristics. Students will learn the story of New Jersey, from its
foundation in colonial America to its cultural and economic significance today. Students will uncover the heritage of New Jersey by examining the influence immigrants and native peoples have had on our culture. Students will explore the government of New Jersey by examining its similarities to both our local and national government. Finally, students will engage in a celebration of the great figures and accomplishments unique to New Jersey. The progression from fifth through eighth grades will expand student engagement in relevant activities that connect content knowledge to current issues. The goal is to promote service learning that will empower students to become civic-minded and socially active in our global society. In fifth grade, students will explore the early foundations of the United States including European exploration of the New World, the colonization of North and South America, and the fight for independence. Students will also develop a strong sense of the role Geography plays in understanding our nation s history and place in our global society. In sixth grade, students engage in an exploration of major ancient civilizations. By analyzing the geographic themes, growth of culture, and development of societies, students will gain a deeper understanding of the commonalities and differences among ancient civilizations. The elements of culture and the four stages of economic development serve as a lens through which investigative studies of the ancient civilizations are focused. III. STUDENT OUTCOMES (Link to New Jersey Core Curriculum Standards) Standard: 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. Standard 6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world. Active citizens in the 21st century: Recognize that people have different perspectives based on their beliefs, values, traditions, culture, and experiences. Identify stereotyping, bias, prejudice, and discrimination in their lives and communities.
Are aware of their relationships to people, places, and resources in the local community and beyond. Make informed and reasoned decisions by seeking and assessing information, asking questions, and evaluating alternate solutions. Develop strategies to reach consensus and resolve conflict. Demonstrate understanding of the need for fairness and take appropriate action against unfairness. Unit 1: Map Skills Content Statements: Spatial thinking and geographic tools can be used to describe and analyze the spatial patterns and organization of people, places, and environments on Earth. Places are jointly characterized by their physical and human properties. The physical environment can both accommodate and be endangered by human activities. Regions form and change as a result of unique physical/ecological conditions, economies, and cultures. Patterns of settlement across Earth s surface differ markedly from region to region, place to place, and time to time. Advancements in science and technology can have unintended consequences that impact individuals and/or societies. Urban areas, worldwide, share common physical characteristics, but may also have cultural differences. CPI # 6.1.4.B.1 6.1.4.B.2 6.1.4.B.3 6.1.4.B.4 6.1.4.B.5 6.1.4.B.6 6.1.4.B.7 Cumulative Progress Indicator (CPI) Compare and contrast information that can be found on different types of maps, and determine when the information may be useful. Use physical and political maps to explain how the location and spatial relationship of places in New Jersey, the United States, and other areas, worldwide, have contributed to cultural diffusion and economic interdependence. Explain how and when it is important to use digital geographic tools, political maps, and globes to measure distances and to determine time zones and locations using latitude and longitude. 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. Describe how human interaction impacts the environment in New Jersey and the United States. Compare and contrast characteristics of regions in the United States based on culture, economics, politics, and physical environment to understand the concept of regionalism. Explain why some locations in New Jersey and the United States are more suited for settlement than others.
6.1.4.B.10 Identify the major cities in New Jersey, the United States, and major world regions, and explain how maps, globes, and demographic tools can be used to understand tangible and intangible cultural differences. Unit 2: U.S. and State Government: Content Statements: Rules and laws are developed to protect people s rights and the security and welfare of society. The United States Constitution and Bill of Rights guarantee certain fundamental rights for citizens. American constitutional government is based on principles of limited government, shared authority, fairness, and equality. 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. In a representative democracy, individuals elect representatives to act on the behalf of the people. The examination of individual experiences, historical narratives, and events promotes an understanding of individual and community responses to the violation of fundamental rights. The United States democratic system requires active participation of its citizens. Immigrants can become and obtain the rights of American citizens. The world is comprised of nations that are similar to and different from the United States. In an interconnected world, it important to consider different cultural perspectives before proposing solutions to local, state, national, and global challenges. In an interconnected world, increased collaboration is needed by individuals, groups, and nations to solve global problems. CPI # 6.1.4.A.2 6.1.4.A.4 6.1.4.A.5 6.1.4.A.6 6.1.4.A.7 Cumulative Progress Indicator (CPI) 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. Explain how the United States government is organized and how the United States Constitution defines and limits the power of government. Distinguish the roles and responsibilities of the three branches of the national government. Explain how national and state governments share power in the federal system of government. 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.
6.1.4.A.8 6.1.4.A.11 6.3.4.A.3 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. Explain how the fundamental rights of the individual and the common good of the country depend upon all citizens exercising their civic responsibilities at the community, state, national, and global levels. Select a local issue and develop a group action plan to inform school and/or community members about the issue. Unit 3: Immigration and Cultural Diversity Content Statements: The examination of individual experiences, historical narratives, and events promotes an understanding of individual and community responses to the violation of fundamental rights. Immigrants can become and obtain the rights of American citizens. In an interconnected world, it important to consider different cultural perspectives before proposing solutions to local, state, national, and global challenges. In an interconnected world, it important to consider different cultural perspectives before proposing solutions to local, state, national, and global challenges. In an interconnected world, increased collaboration is needed by individuals, groups, and nations to solve global problems. Immigrants come to New Jersey and the United States for various reasons and have a major impact on the state and the nation. Personal, family, and community history is a source of information for individuals about the people and places around them. The study of American folklore and popular historical figures enables Americans with diverse cultural backgrounds to feel connected to a national heritage. Cultures include traditions, popular beliefs, and commonly held values, ideas, and assumptions that are generally accepted by a particular group of people. American culture, based on specific traditions and values, has been influenced by the behaviors of different cultural groups living in the United States. Cultures struggle to maintain traditions in a changing society. Prejudice and discrimination can be obstacles to understanding other cultures. Historical symbols and the ideas and events they represent play a role in understanding and evaluating our history. The cultures with which an individual or group identifies change and evolve in response to interactions with other groups and/or in response to needs or concerns. People view and interpret events differently because of the times in which they live, the experiences they have had, the perspectives held by their cultures, and their individual points of view.
CPI # 6.1.4.A.9 6.1.4.A.10 6.1.4.A.13 6.1.4.A.15 6.1.4.D.1 6.1.4.D.2 6.1.4.D.3 6.1.4.D.9 6.1.4.D.16 6.1.4.D.18 Cumulative Progress Indicator (CPI) Compare and contrast responses of individuals and groups, past and present, to violations of fundamental rights. Describe how the actions of Dr. Martin Luther King, Jr., and other civil rights leaders served as catalysts for social change and inspired social activism in subsequent generations. Describe the process by which immigrants become United States citizens. Explain how and why it is important that people from diverse cultures collaborate to find solutions to community, state, national, and global challenges. Determine the impact of European colonization on Native American populations, including the Lenni Lenape of New Jersey. Summarize reasons why various groups, voluntarily and involuntarily, immigrated to New Jersey and America, and describe the challenges they encountered. Evaluate the impact of voluntary and involuntary immigration on America s growth as a nation, historically and today. Explain the impact of trans-atlantic slavery on New Jersey, the nation, and individuals. Describe how stereotyping and prejudice can lead to conflict, using examples from the past and present. Explain how an individual s beliefs, values, and traditions may reflect more than one culture. Unit 4: Inventions Content Statements: Creativity and innovation affect lifestyle, access to information, and the creation of new products and services. Creativity and innovation have led to improvements in lifestyle, access to information, and the creation of new products. CPI # 6.1.4.C.12 6.1.4.C.14 6.1.4.C.15 6.1.4.C.16 Cumulative Progress Indicator (CPI) Evaluate the impact of ideas, inventions, and other contributions of prominent figures who lived New Jersey. 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. Describe how the development of different transportation systems impacted the economies of New Jersey and the United States. Explain how creativity and innovation resulted in scientific achievement and inventions in many cultures during different historical periods.
6.1.4.C.17 6.1.4.C.18 Determine the role of science and technology in the transition from an agricultural society to an industrial society, and then to the information age. Explain how the development of communications systems has led to increased collaboration and the spread of ideas throughout the United States and the world. Unit 5: Key Historic Events in New Jersey Content Statements: Creativity and innovation affect lifestyle, access to information, and the creation of new products and services. Economic opportunities in New Jersey and other states are related to the availability of resources and technology. Creativity and innovation have led to improvements in lifestyle, access to information, and the creation of new products. Key historical events, documents, and individuals led to the development of our nation. The study of American folklore and popular historical figures enables Americans with diverse cultural backgrounds to feel connected to a national heritage. Immigrants come to New Jersey and the United States for various reasons and have a major impact on the state and the nation. CPI # 6.1.4.C.15 6.1.4.C.16 6.1.4.C.17 6.1.4.C.18 6.1.4.D.4 6.1.4.D.7 6.1.4.D.8 6.1.4.D.11 Cumulative Progress Indicator (CPI) Describe how the development of different transportation systems impacted the economies of New Jersey and the United States. Explain how creativity and innovation resulted in scientific achievement and inventions in many cultures during different historical periods. Determine the role of science and technology in the transition from an agricultural society to an industrial society, and then to the information age. Explain how the development of communications systems has led to increased collaboration and the spread of ideas throughout the United States and the world. Explain how key events led to the creation of the United States and the state of New Jersey. Explain the role Governor William Livingston played in the development of New Jersey government. Determine the significance of New Jersey s role in the American Revolution. Determine how local and state communities have changed over time, and explain the reasons for changes.
Unit 6: The Holocaust Content Statements: Key historical events, documents, and individuals led to the development of our nation. Personal, family, and community history is a source of information for individuals about the people and places around them. Cultures include traditions, popular beliefs, and commonly held values, ideas, and assumptions that are generally accepted by a particular group of people. American culture, based on specific traditions and values, has been influenced by the behaviors of different cultural groups living in the United States. Cultures struggle to maintain traditions in a changing society. Prejudice and discrimination can be obstacles to understanding other cultures. The cultures with which an individual or group identifies change and evolve in response to interactions with other groups and/or in response to needs or concerns. People view and interpret events differently because of the times in which they live, the experiences they have had, the perspectives held by their cultures, and their individual points of view. CPI # 6.1.4.D.2 6.1.4.D.3 6.1.4.D.15 6.1.4.D.16 6.1.4.D.19 6.1.4.D.20 Cumulative Progress Indicator (CPI) Summarize reasons why various groups, voluntarily and involuntarily, immigrated to New Jersey and America, and describe the challenges they encountered. Evaluate the impact of voluntary and involuntary immigration on America s growth as a nation, historically and today. Explain how various cultural groups have dealt with the conflict between maintaining traditional beliefs and practices and adopting new beliefs and practices. Describe how stereotyping and prejudice can lead to conflict, using examples from the past and present. Explain how experiences and events may be interpreted differently by people with different cultural or individual perspectives. Describe why it is important to understand the perspectives of other cultures in an interconnected world. Unit 7: Economics Content Statements: People make decisions based on their needs, wants, and the availability of resources. Economics is a driving force for the occurrence of various events and phenomena in societies. Interactions among various institutions in the local, national, and global economies influence policymaking and societal outcomes.
Availability of resources affects economic outcomes. Understanding of financial instruments and outcomes assists citizens in making sound decisions about money, savings, spending, and investment. Economic opportunities in New Jersey and other states are related to the availability of resources and technology. CPI # 6.1.4.C.3 6.1.4.C.4 6.1.4.C.5 6.1.4.C.14 6.1.4.C.15 6.1.4.C.17 6.1.4.C.18 Cumulative Progress Indicator (CPI) Explain why incentives vary between and among producers and consumers. Describe how supply and demand influence price and output of products. Explain the role of specialization in the production and exchange of goods and services. 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. Describe how the development of different transportation systems impacted the economies of New Jersey and the United States. Determine the role of science and technology in the transition from an agricultural society to an industrial society, and then to the information age. Explain how the development of communications systems has led to increased collaboration and the spread of ideas throughout the United States and the world. IV. ESSENTIAL QUESTIONS AND OUTCOMES Unit 1: Map Skills: Unit Essential Question: How do natural, political, and human influences shape our construction of maps? Enduring Understandings Active citizens utilize maps to help them make sense of the world around them, including making decisions about settlement, work, and travel. Unit 2: U.S. and State Government: Unit Essential Question: How do citizens, civic ideals, and government institutions interact to balance the needs of individuals and the common good? Enduring Understanding: Active citizens exercise their rights and responsibilities by participating in democratic processes.
Unit 3: Immigration and Cultural Diversity: Unit Essential Questions: How can the study of multiple perspectives, beliefs systems, and cultures provide a context for understanding and challenging public actions and decisions in a diverse and interdependent world? Unit 4: Inventions: Unit Essential Question What value does innovation and creativity have in our state? Unit 5: Key Historic Events in New Jersey: Unit Essential Question: How did a revolutionary spirit, local resources, and technology interact to define New Jersey s role in the American Revolutionary War. Unit 6: The Holocaust: Unit Essential Question: How are reactions to cultural diversity in the past connected to life the present? Unit 7: Economics: Unit Essential Questions: How can individuals, groups, and societies apply economic reasoning to make difficult choices about scarce resources? What are the possible consequences of these decisions for individuals, groups, and societies? Enduring Understanding: Active citizens respect different viewpoints and take actions that result in a more just and equitable society. Enduring Understanding: Active citizens work together to generate new ideas and solutions to societal problems. Enduring Understanding: Active citizens embody the revolutionary spirit of the early founders of country. Enduring Understanding: Active citizens are tolerant individuals who defend justice to all, regardless of their culture. Enduring Understandings Active Citizens make informed and reasoned economic decisions and accept responsibility for the consequences of their actions and/or inactions. V. STRATEGIES/FOCUS Unit 1: Map Skills In this unit, students explore geography of the world, focused on the United States and New Jersey. Students begin the unit by participating in a class jigsaw activity using
content from on the Houghton Mifflin text States and Regions (Units 2-6). Groups each study one different region of the United States and teach it to the class. After all of the presentations, students are held accountable for all of the U.S. regions. Then, students focus on the geography of New Jersey through three lessons from the text New Jersey (Unit 1, Lesson 1-3). Lessons will focus on the developing the following strategies: Nonfiction reading Researching and outlining Summarizing Synthesizing Making inferences Analyzing Strengthening vocabulary Reading and interpreting maps Unit 2: U.S. and State Government: In this unit, students will explore the structure and responsibilities of government in their town, state and nation. They will learn how the governments evolved to support people. They will understand their role as active citizens by choosing an issue to speak up about. Lessons will focus on the developing the following strategies: Nonfiction reading Summarizing Paraphrasing Persuasive writing Strengthening vocabulary Making connections to the self and local community Unit 3: Immigration and Cultural Diversity: In this unit, students will explore the many different cultures that make up our state, and the diverse effects of these cultures on the state and its people. Students will further assess struggles and joys of multiculturalism in our society. There will be connections made with Martin Luther King Jr. Day. Lessons will focus on the developing the following strategies: Nonfiction reading Summarizing Paraphrasing Analyzing Making connections to the self and world
Unit 4: Inventions: In this unit, students will explore how creativity and innovation have affected New Jersey, the United States, and the world. Students will read about New Jersey inventors, such as Thomas Edison, and ways that they influenced society. Students are also encouraged to participate in the school-wide Invention Convention and will view innovation from their peers at the grade-level assembly. Lessons will focus on the development of the following strategies: Nonfiction reading Summarizing Paraphrasing Discussion Strengthening vocabulary Skimming a text Making connections to the self and world Unit 5: Key Historic Events in New Jersey: In this unit, students will explore the colonization of New Jersey and New Jersey s role in the Revolutionary war. Technological changes over the course of the colonial era will also be covered in the context of a comparison between life now and in the colonial days. Lessons will focus on development of the following strategies Nonfiction reading Summarizing Paraphrasing Discussion Strengthening vocabulary Skimming a text Making connections to the self and world Unit 6: The Holocaust: This unit presents the study of the Holocaust and genocide through the novel Jacob s Rescue. Students learn about this part of human history and memorialize the Holocaust. There is an interdisciplinary connection to Language Arts, since the content comes from a historic fiction text. Lessons will focus on development of the following strategies Making inferences Making connections to the self and world Summarizing Discussion Questioning
Unit 7: Economics: Students examine the impact of economics locally, state- and nationwide. Key economic terms are interwoven, such as incentives and supply and demand to describe the growth of the state and nation. Technology and communication are also considered as factors in economic growth. Lessons will focus on development of the following strategies Nonfiction reading Strengthening vocabulary Making connections to the world VI. EVALUATION Unit 1: Map Skills Group presentation on regions of the U.S. according to rubric Review Questions for Unit 1, Lessons 1-3 Teacher created tests Unit 2: U.S. and State Government After reading Unit 2, teacher will observe student participation in discussion about slavery. Review Questions for Unit 1, Lesson 4 and Unit 4, Lessons 1-2 Teacher created tests Unit 3: Immigration and Cultural Diversity Scholastic Ellis Island Web quest Analysis of primary documents from the Tenement Museum Participation in class discussions about cultural identity and diversity Review Questions for Unit 4, Lesson 4 Unit 4: Inventions Review Questions for Unit 2, Lesson 5 Participation in Invention Convention (encouraged but not required) Participation in discussions regarding innovation Unit 5: Key Historic Events in New Jersey Review Questions for Unit 3, Lessons 1-4 Teacher created tests Unit 6: The Holocaust Paper and pencil test on Jacob s Rescue Completion of comprehension activities Participation in class discussions
Unit 7: Economics Review Questions for Unit 4, Lesson 4 Teacher created tests VII. INSTRUCTIONAL RESOURCES Unit 1: Map Skills Houghton Mifflin-Harcourt text http://mapmaker.rutgers.edu/maps.html (historical maps of New Jersey) http://maps.google.com (finds locations on a map) http://earth.google.com (finds locations on a map) http://spaceplace.nasa.gov/menu/earth/ (activities with maps) http://www.50states.com/ (activities with the 50 states) http://www.atlapedia.com/ (physical and political maps, facts, and statistics for countries A to Z) https://www.cia.gov/library/publications/the-world-factbook/index.html (facts, flags, maps about any country) http://teacher.scholastic.com/activities/globaltrek/ (travel the world virtually) http://memory.loc.gov/ammem/gmdhtml/gmdhome.html (many maps online) http://education.nationalgeographic.com/education/mapping/interactive-map/ (mapmaker) http://kids.nationalgeographic.com/kids/games/interactiveadventures/filthy-flyways/ (geography game) http://www.mbgnet.net/ (information about biomes/ecosystems of the world) Unit 2: U.S. and State Government Houghton Mifflin-Harcourt text http://www.ourcourts.org/ http://bensguide.gpo.gov/3-5/index.html (kid-friendly reference information about the federal government) http://www.congressforkids.net/ (kid-friendly reference information about the federal government) http://www.nj.gov/hangout_nj/government.html (kid-friendly reference information about NJ government) http://www.icivics.org (targeted for grades 5-8, but contains games, information, and activity ideas for advanced 4 th graders) Unit 3: Immigration and Cultural Diversity Houghton Mifflin-Harcourt text http://www.state.nj.us/state/historykids/ (activities, videos, history and geography of various places in NJ) http://www.tenement.org/ (interactive website with virtual tours and primary resources about immigration)
http://teacher.scholastic.com/activities/immigration/tour/ (interactive tour of Ellis Island) http://www.scholastic.com/familymatters/parentguides/summer/makeflag.htm (make and print your own flag) People, by Peter Spier [picture book] Martin Luther King Jr. holiday (teachers can refer to http://mlkday.gov/ for more information) Unit 4: Inventions Houghton Mifflin-Harcourt text Historic inventions in NJ: http://www.usgennet.org/usa/nj/state/inventors.htm Information about Thomas Edison as found on museum website: http://www.nps.gov/edis/index.htm Invention game for students: http://invention.smithsonian.org/centerpieces/iap/playhouse_tinker.html Rube Goldberg game for students: http://pbskids.org/zoom/games/goldburgertogo/rubegame.html Unit 5: Key Historic Events in New Jersey Houghton Mifflin-Harcourt text http://www.state.nj.us/state/historykids/njhistorykids.htm http://www.thehenryford.org/exhibits/smartfun/colonial/intro/index.html http://www.pbs.org/ktca/liberty/perspectives_daily.html http://americanhistory.si.edu/kids/springer/ http://www.americaslibrary.gov/es/nj/es_nj_subj.html http://www.pbs.org/ktca/liberty/road.html Unit 6: The Holocaust Jacob s Rescue (chapter book) http://www.state.nj.us/education/holocaust/ Unit 7: Economics http://www.themint.org/ http://www.councilforeconed.org/ VIII. SCOPE AND SEQUENCE Unit 1: Map Skills Unit 2: U.S. and State Government Unit 3: Immigration and Cultural Diversity Unit 4: Inventions: Unit 5: Key Historic Events in New Jersey Unit 6: The Holocaust Unit 7: Economics September October - November December mid-january End of January February-March April-May June