East Rutherford Public Schools East Rutherford, NJ Social Studies Curriculum Grade 4 Joseph Abate, Jr. Interim Superintendent of School NJCCCS 2014 Adopted: March 2016
Pacing Guide Content Area: Social Studies Grade Level: 4 Geography Review Five Themes of Geography Types of Maps Lines on Maps Parts of a Map Unit 1: Exploration to Early Statehood New Jersey s Location New Jersey s Natural Regions Climate and Resources The Lenape Unit 2: Exploration to Early Statehood Europeans Arrive in New Jersey Colonizing New Jersey The American Revolution The Constitution New Inventions and Growth Unit 3: Progress as a State New Jersey During the Civil War A Growing State Challenging Times for New Jersey Changing Times for New Jersey September-October November-December January-February March-April Unit 4: New Jersey Today National Government State and Local Government New Jersey s Economy New Jersey s People May-June
Unit 5: Celebrating Our Heritage Patriot Day- September Columbus Day- October Election Day, Veterans Day, Thanksgiving- November Winter Holidays: Christmas, Hanukkah, Kwanza, Chinese New Year-December Dr. Martin Luther King, Jr. Day-January President s Day, Black History Month-February Earth Day- April Memorial Day- May Flag Day- June Ongoing throughout the year
Grade 4 Social Studies Curriculum Geography Review New Jersey Core Curriculum Content Standards and Indicators: Time Frame: September-October - Assessment 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. B. Geography, People, and Environment 6.1.4. B.1 Compare and contrast information that can be found on different types of maps and determine how the information may be useful. 6.1.4. B.2 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. 6.1.4. B.3 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. Essential Questions: Objectives: How do the five themes of geography influence our lives? How do humans interact with landforms and the make-up of the land? How does location effect the climate and lifestyle of humans and animals? Suggested Tasks and Activities: Explain the Five Themes of Geography Identify continents and oceans, the hemispheres, the equator, and the prime meridian Recognize different kinds of landforms and bodies of water Explain the functions of different map features Use a grid system to find locations Oral reading of text, correlating practice book pages Create a brochure with a partner for the Five Themes of Geography, including an example and explanation of each (ex: street sign as location or cargo ships as movement) Use a blank map to color code continents, cut out continents to create a jigsaw puzzle, and use acronyms to help remember Use a blank map to label the prime meridian, hemispheres, and equator, making a connection between the equator and prime meridian both being lines and they are both imaginary Use land features map to identify and label different landforms (ex: canyon, coastal plain). Also, identify and label bodies of water (ex: strait, bay)
Study various maps, such as political, physical, and historical maps. Compare and contrast the different maps. Practice reading legends, keys, map scales, and cardinal directions. Notice not all maps use the same keys and symbols. Use grid maps to identify lines of longitude and latitude Geography Review Geography Test Assessments: Technology & Resources Brochure Harcourt Social Studies textbook Research reports Harcourt Social Studies practice book Projects Harcourt Social Studies leveled readers Discussions and questioning Harcourt website http://www.eharcourtschool.com/index.jsp Lesson Read Alouds Written responses Incorporate nonfiction or historical fiction texts from language Graphic organizers arts to be included for cross-curricular relationships Unit assessment Newspapers Map completion Research using technology (ex: Ducksters) Brainpop/Brainpopjr Time for Kids Maps/Google Maps Globes SMARTBoard visual representations Laptop research task and create report
Unit 1: New Jersey s Land and People Time Frame: November-December - Assessment New Jersey Core Curriculum Content Standards and Indicators: Geography, People, and the Environment 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 B. Geography, People, and Environment 6.3.4.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 Geography, People, and Environment 6.1.4. B.1 Compare and contrast information that can be found on different types of maps and determine how the information may be useful. 6.1.4. B.2 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. 6.1.4. B.3 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. 6.1.4. 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. 6.1.4. B.5 Describe how human interaction impacts the environment in New Jersey and the United States. 6.1.4.B.6 Compare and contrast characteristics of regions in the United States based on culture, economics, and physical environment to understand the concept of regionalism. 6.1.4.B.7 Explain why some locations in New Jersey and the United States are more suited for settlement than others. 6.1.4.B.8 Compare ways people choose to use and distribute natural resources. 6.1.4.B.9 Relate advances in science and technology to environmental concerns, and to actions taken to address them. 6.1.4.B.10 Identify major cities in New Jersey, as well as in the United States, and the world, and explain how geographic and demographic tools (e.g., maps, globes, data visualizations) can be used to understand cultural differences. C. Economics, Innovation, and Technology 6.1.4.C.13 Examine the qualities of entrepreneurs in a capitalistic society. 6.1.4.C.14 Compare different regions of New Jersey to determine the role that geography, natural resources, climate, transportation, technology, and/or the labor force play in economic opportunities. 6.1.4.C.15 Describe how the development of different transportation systems impacted the economies of New Jersey and the United States. 6.1.4.C.16 Explain how creativity and innovation resulted in scientific achievement and inventions in many cultures during different historical periods.
6.1.4.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. Essential Questions: Objectives: Where is New Jersey located, and what are its natural regions and major cities? How did New Jersey s natural regions form, and what are the physical characteristics in each region? How would you describe the climate and natural resources of New Jersey? Who were the Native American groups of New Jersey, and how did they live? Suggested Tasks and Activities: Describe New Jersey s location relative to other states, countries, and bodies of water Identify New Jersey s natural regions and its major cities Explain how New Jersey s natural regions formed over time Identify the physical characteristics of New Jersey s natural regions Describe New Jersey s climate Identify the different kinds of natural resources found in New Jersey Explain the differences between renewable and nonrenewable resources Identify the culture and products of New Jersey s early people Tell how changes in climate affected Native Americans in New Jersey Describe Lenape culture, and discuss how Lenape beliefs and values were handed down over time Oral reading of text, correlating practice book pages, note-taking and record vocabulary, lesson outline, end of lesson comprehension Use a map of United States and identify New Jersey to show its size in comparison to the rest of the country Provide students with a map of the United States use colored markers to outline the five regions Create a puzzle with region pieces of the United States to piece together Compare and contrast the four regions of New Jersey Create a large mural of New Jersey, labeling the four regions and include on it what would be seen in each (ex: Highlands- spread out land, farming or Atlantic Coastal Plain beaches and Pinelands) Research the New Jersey region we live in (Piedmont) and report on it
Compare and contrast urban, suburban, and rural communities using 3 circle venn diagram discussing local urban communities, such as Paterson or Newark Describe the community in which the students live in (suburban) Oral reading of text, correlating practice book pages, note-taking and record vocabulary, lesson outline, end of lesson comprehension Look at lakes and rivers on a map and understand how glaciers shaped these water sources Compare and contrast the soil of the inner and outer coastal plain Describe the process of erosion Oral reading of text, correlating practice book pages, note-taking and record vocabulary, lesson outline, end of lesson comprehension Highlight key land features that could be found in each region of New Jersey (ex: Delaware Water Gap in the Appalachian Ridge and Valley, etc.) Write about a trip you would take from the Appalachian Ridge and Valley down through the Atlantic Coastal Plain, including what will be seen Understand average monthly temperatures in our area in relation to the seasons (use charts, graphs, weather websites) Understand Celsius and Fahrenheit (Brainpop video) Discuss nor easters and how we experience them reflect on one we ve experienced. Use a sensory chart to describe the experience Use a t-chart to sort renewable and nonrenewable resources Brainstorm a list of natural resources share how we use them Preview maps that show how New Jersey uses its land for manufacturing, farming, etc. Write about how mining, fishing, and manufacturing effects our lives and the areas of New Jersey in which these resources are done Use the state of New Jersey website to access information related to resources and discuss the Hibernia Mine Oral reading of text, correlating practice book pages, note-taking and record vocabulary, lesson outline, end of lesson comprehension Show the Bering Strait on a map and discuss how this water was once a frozen land bridge where people and animals crossed long ago, however after the ice age it became water, which is the Bering Strait List all of the ways in which Natives needed animals (ex: food, shelter, etc.) Compare and contrast the Paleo-Indians, Archaic Indians, and Woodlands Indians Understand who an archaeologist is and artifacts through photographs Compare and contrast Lenape children games to present day children s games Distinguish between the jobs of Lenape men and women, highlighting similarities and differences using a Venn diagram
Create a long house or wigwam Write an essay in the point of view of a Lenape Indian describing your life Connect to Lenape oral stories by sharing oral stories told by students families Share family customs as a class and discuss how they are different and similar to Lenape customs Relate a chief to leaders we have within our community and highlight their jobs within the tribe or community Jeopardy or other interactive games to review the unit Unit 1 Review Summary Unit Test Assessments: Brochure Research reports Projects Discussions and questioning Lesson Written responses Graphic organizers Unit assessment Map completion Venn Diagrams Rubrics for projects Self-Checklists for projects Lesson quizzes Technology & Resources Harcourt Social Studies textbook Harcourt Social Studies practice book Harcourt Social Studies leveled readers Harcourt website http://www.eharcourtschool.com/index.jsp Read Alouds SMARTEXCHANGE pre-made Notebook lessons www.smartexchange.com www.teacherspayteachers.com Incorporate nonfiction or historical fiction texts from language arts to be included for cross-curricular relationships Newspapers Research using technology (ex: Ducksters) Brainpop/Brainpopjr Time for Kids Maps/Google Maps Globes SMARTBoard visual representations Laptop research task and create report Scholastic Web Quests Youtube or Teachertube Incorporate field trips when possible Virtual field trips
Unit 2: Exploration to Early Statehood Time Frame: January-February - Assessment New Jersey Core Curriculum Content Standards and Indicators: History, Culture, and Perspectives 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 D. History, Culture, and Perspectives 6.3.4.D.1 Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions. A. Civics, Government, and Human Rights 6.1.4.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. 6.1.4.A.4 Explain how the United States government is organized and how the United States Constitution defines and checks the power of government. 6.1.4.A.6 Explain how national and state governments share power in the federal system of government. 6.1.4.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. B. Geography, People, and Environment 6.1.4. B.1 Compare and contrast information that can be found on different types of maps and determine how the information may be useful. 6.1.4. B.2 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. 6.1.4. 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. 6.1.4. B.5 Describe how human interaction impacts the environment in New Jersey and the United States. 6.1.4.B.6 Compare and contrast characteristics of regions in the United States based on culture, economics, and physical environment to understand the concept of regionalism. 6.1.4.B.9 Relate advances in science and technology to environmental concerns, and to actions taken to address them. C. Economics, Innovation, and Technology 6.1.4.C.2 Distinguish between needs and wants and explain how scarcity and choice influence decisions made by individuals, communities, and nations. 6.1.4.C.4 Describe how supply and demand influence price and output of products. 6.1.4.C.12 Evaluate the impact of ideas, inventions, and other contributions of prominent figures who lived New Jersey.
6.1.4.C.14 Compare different regions of New Jersey to determine the role that geography, natural resources, climate, transportation, technology, and/or the labor force play in economic opportunities. 6.1.4.C.15 Describe how the development of different transportation systems impacted the economies of New Jersey and the United States. 6.1.4.C.16 Explain how creativity and innovation resulted in scientific achievement and inventions in many cultures during different historical periods. 6.1.4.C.17 Determine the role of science and technology in the transition from an agricultural society to an industrial society, and then to the information age. 6.1.4.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. History, Culture, and Perspective 6.1.4.D.1 Determine the impact of European colonization on Native American populations, including the Lenni Lenape of New Jersey. 6.1.4.D.2 Summarize reasons why various groups, voluntarily and involuntarily, immigrated to New Jersey and America, and describe the challenges they encountered. 6.1.4.D.3 Evaluate the impact of voluntary and involuntary immigration on America s growth as a nation, historically and today. 6.1.4.D.4 Explain how key events led to the creation of the United States and the state of New Jersey. 6.1.4.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. 6.1.4.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. 6.1.4.D.7 Explain the role Governor William Livingston played in the development of New Jersey government. 6.1.4.D.8 Determine the significance of New Jersey s role in the American Revolution. 6.1.4.D.9 Explain the impact of trans-atlantic slavery on New Jersey, the nation, and individuals. 6.1.4.D.10 Describe how the influence of Native American groups, including the Lenni Lenape culture, is manifested in different regions of New Jersey. 6.1.4.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. 6.1.4.D.14 Trace how the American identity evolved over time. 6.1.4.D.16 Describe how stereotyping and prejudice can lead to conflict, using examples from the past and present. 6.1.4.D.17 Explain the role of historical symbols, monuments, and holidays and how they affect the American identity. 6.1.4.D.18 Explain how an individual s beliefs, values, and traditions may reflect more than one culture. 6.1.4.D.19 Explain how experiences and events may be interpreted differently by people with different cultural or individual perspectives. 6.1.4.D.20 Describe why it is important to understand the perspectives of other cultures in an interconnected world.
Essential Questions: Objectives: Why did Europeans come to North America? How was the New Jersey Colony divided and settled? Why did the colonies want independence from Britain? Explain why different European groups came to North America Describe European settlements in New Jersey and how settlement affected the Lenape Discuss reasons that various groups immigrated to the New Jersey colony Explain how religion was a factor in the settlement of New Jersey Describe events leading to the American Revolution Discuss New Jersey s role during the American Revolution Why and how was the new constitution written? How did new forms of transportation change New Jersey? Identify the importance of the Constitution as a governing document Explain how the constitution and the Bill of Rights express democratic values Identify and discuss inventions in transportation and communication in New Jersey in the early 1800 s Explain the growth of cities in New Jersey Suggested Tasks and Activities: Oral reading of text, correlating practice book pages, note-taking and record vocabulary, lesson outline, end of lesson comprehension Discuss reasons why Europeans may come to America access prior knowledge Use a map to show Europe and the Atlantic Ocean, which is the ocean that was crossed to come to America Have students imagine what it would be like to travel for all that time across the Atlantic Ocean in a smaller boat such as the Half Moon. Relate to the Mayflower and Christopher Columbus to make connections Discuss connections between important people and landmarks: for example, Giovanni da Verrazano and the Verrazano Bridge; Henry Hudson and the Hudson River show photos and discuss whether students know of or have seen them. These are explorers who came to America. Explain that settlements were often named after places settlers came from: New Netherland came for the Netherlands, New Amsterdam came from Amsterdam, and New Sweden came from Sweden.
Create a diorama of a colony Use illustrations to compare and contrast Dutch and Lenape cultures in regard to clothing and other characteristics. Use information about the Dutch and Lenape to write a compare and contrast explanatory essay for the two groups, citing facts, details, and examples from the text Identify ways supply and demand still exists today, listing examples Have students use illustrations to analyze the colony of New Amsterdam. Look closely at walls surrounding the colony, which was security or a form of military protection. The colony was located in New York City, which is where the term Wall Street came from. Use a triple Venn diagram to compare and contrast the Netherlands, England, and Sweden. Create a Dutch artifact of choice. Use facts, details, and examples to write a description of the chosen artifact, which should be made three dimensional. A checklist should be used to construct the prompt. Present the artifact. Oral reading of text, correlating practice book pages, note-taking and record vocabulary, lesson outline, end of lesson comprehension Share reasons why people move from place to place Ask if any students have ever moved from place to place When people came to America they owned land and fought over it. Discuss the outcome of dividing New Jersey into East and West Jersey Describe the leaders of East and West Jersey Compare and Contrast East and West Jersey using graphic organizers Understand boundaries are lines that are invisible just like the prime meridian and equator Use maps of East and West Jersey to view the boundary line and discuss where the students would be living today if it were still divided. Write an informative report about the divide of New Jersey, including details about the settlement of the colonies. Describe the person responsible (Queen Anne) for reuniting East and West Jersey in 1702. Oral reading of text, correlating practice book pages, note-taking and record vocabulary, lesson outline, end of lesson comprehension After the reuniting of East and West Jersey, the areas in the east were governed by British colonies. The colonies wanted independence and the American Revolution began. Discuss reasons why it began and who played a role in starting it. Use color coded maps to show the divide of North America according to who owned which land. The British were taxing colonists. Explain what taxes are and give examples. Discuss New Jersey s 7% sales tax, for example a $1.00 costs $1.07, a $2.00 item costs $2.14, etc. Have students share experiences in paying taxes. Math connection provide students with lists of items without taxes and add the taxes to the items. This will help them notice that if you bought 18 $1.00 items it doesn t actually cost $18.00. It would actually cost $19.26. This will help the students feel like the colonists did about having to pay more for items. Have students imagine they are colonists and write a persuasive letter to the British government persuading them to remove taxes. Compare and contrast the flag of 1776 to today s flag. The focus should be on the stars
Use songs, such as Fifty Nifty United States to sing and memorize the original 13 colonies. Use acronyms also. Preview photographs of different battles that took place during the American Revolution Understand a revolution is a sudden change of government and that change is from parliament to congress in the revolution. Compare and contrast parliament and congress using graphic organizers. Look at New Jersey battlefield maps and locations where battles took place. Identify if battles took place in the area of where we live today. Write a narrative from the point of view of a patriot explaining why independence from Britain was necessary or write a speech a patriot might give to the British parliament explaining how their freedoms are being taken away. Conduct a debate between the patriots and loyalists Create a class constitution. Look at the class as a government and its rules (laws). The Treaty of Paris ended the American Revolution. Research the Treaty of Paris and discuss its elements. After reading the text, have students summarize the reasons why the American Revolution took place, with the main focus of argument being about money. Conduct a reader s theatre using the script from the Social Studies in Action resource book. It is an introduction to the United States following the American Revolution. Oral reading of text, correlating practice book pages, note-taking and record vocabulary, lesson outline, end of lesson comprehension Now that the United States was free from Britain it needed a new rule of government. The Articles of Confederation were written but were weak. Have students summarize why and how the United States got its Constitution. Students can imagine they are at the constitutional convention and write a speech about how they support the new constitution. Look closely at the signers of the constitution that are from New Jersey; William Paterson and William Livingston in particular, noticing Paterson and Livingston are named after them. Analyze the words, We The People and recognize its meaning Recognize the constitution was amended with adding the Bill of Rights. Oral reading of text, correlating practice book pages, note-taking and record vocabulary, lesson outline, end of lesson comprehension New Jersey was growing in the 1800 s. Transportation took New Jersey in a new direction. Discuss how transportation, such as cars and trains changed the way people lived. Discuss ways the world would be different had the first form of communication, the telegraph hadn t led to telephones. Choose a city in New Jersey. Research and write about the growth of that city in the early 1800 s. Discuss nearby ports in Elizabeth and Newark and what would be found there. Understand the term port. Write an informative piece describing an inventor of the 1800 s successes with an invention. Jeopardy or other interactive games to review the unit Unit 2 Review Summary
Unit 2 Test Assessments: Research reports Projects Discussions and questioning Lesson Written responses Graphic organizers Unit assessment Map completion Venn Diagrams Rubrics for projects/debates or reader s theatre Self-Checklists for projects Lesson quizzes Technology & Resources Harcourt Social Studies textbook Harcourt Social Studies practice book Harcourt Social Studies leveled readers Harcourt website http://www.eharcourtschool.com/index.jsp Read Alouds SMARTEXCHANGE pre-made Notebook lessons www.smartexchange.com www.teacherspayteachers.com Incorporate nonfiction or historical fiction texts from language arts to be included for cross-curricular relationships Newspapers Research using technology (ex: Ducksters) Brainpop/Brainpopjr Time for Kids Maps/Google Maps Globes SMARTBoard visual representations Laptop research task and create report Scholastic Web Quests Youtube or Teachertube Incorporate field trips when possible Virtual field trips
Unit 3: Progress as a State Time Frame: March-April - Assessment New Jersey Core Curriculum Content Standards and Indicators: Economics, Innovation, and Technology 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 A. Civics, Government, and Human Rights 6.3.4.A.1 Evaluate what makes a good rule or law 6.3.4.A.2 Contact local officials and community members to acquire information and or discuss local issues A. Civics, Government, and Human Rights 6.1.4.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. 6.1.4.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. 6.1.4.A.3 Determine how fairness, equality, and the common good have influenced new laws and policies over time at the local and national levels of United States government. 6.1.4.A.9 Compare and contrast responses of individuals and groups, past and present, to violations of fundamental rights (e.g., fairness, civil rights, human rights). 6.1.4.A.10 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. 6.1.4.A.12 Explain the process of creating change at the local, state, or national level. B. Geography, People, and Environment 6.1.4. B.1 Compare and contrast information that can be found on different types of maps and determine how the information may be useful. 6.1.4. B.2 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. 6.1.4.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. 6.1.4.B.5 Describe how human interaction impacts the environment in New Jersey and the United States. 6.1.4.B.6 Compare and contrast characteristics of regions in the United States based on culture, economics, and physical environment to understand the concept of regionalism. 6.1.4.B.9 Relate advances in science and technology to environmental concerns, and to actions taken to address them.
6.1.4.B.10 Identify major cities in New Jersey, as well as in the United States, and the world, and explain how geographic and demographic tools (e.g., maps, globes, data visualizations) can be used to understand cultural differences. C. Economics, Innovation, and Technology 6.1.4.C.1 Apply opportunity cost (i.e., choices and tradeoffs) to evaluate individuals decisions, including ones made in their communities. 6.1.4.C.6 Describe the role and relationship among households, businesses, laborers, and governments within the economic system. 6.1.4.C.8 Illustrate how production, distribution, and consumption of goods and services are interrelated and are affected by the global market and events in the world community. 6.1.4.C.12 Evaluate the impact of ideas, inventions, and other contributions of prominent figures who lived New Jersey. 6.1.4.C.14 Compare different regions of New Jersey to determine the role that geography, natural resources, climate, transportation, technology, and/or the labor force play in economic opportunities. 6.1.4.C.15 Describe how the development of different transportation systems impacted the economies of New Jersey and the United States. 6.1.4.C.16 Explain how creativity and innovation resulted in scientific achievement and inventions in many cultures during different historical periods. 6.1.4.C.17 Determine the role of science and technology in the transition from an agricultural society to an industrial society, and then to the information age. D. History, Culture, and Perspective 6.1.4.D.2 Summarize reasons why various groups, voluntarily and involuntarily, immigrated to New Jersey and America, and describe the challenges they encountered. 6.1.4.D.3 Evaluate the impact of voluntary and involuntary immigration on America s growth as a nation, historically and today. 6.1.4.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. 6.1.4.D.9 Explain the impact of trans-atlantic slavery on New Jersey, the nation, and individuals. 6.1.4.D.11 Determine how local and state communities have changed over time, and explain the reasons for changes. 6.1.4.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. 6.1.4.D.14 Trace how the American identity evolved over time. 6.1.4.D.16 Describe how stereotyping and prejudice can lead to conflict, using examples from the past and present. Essential Questions: Objectives: How did the issue of slavery affect New Jersey? How did New Jersey grow and change in the early twentieth century? Describe what people in New Jersey did in response to slavery Explain how people in New Jersey participated in the Civil War Describe how transportation, industry, and inventions changed the economy of New Jersey
How did New Jerseyans meet challenges during difficult times? How had New Jersey changed by the end of the 1900 s? Suggested Tasks and Activities: Discuss the immigrants and migrants who became New Jersey s workers Explain how World War I and World War II affected people and industries in New Jersey Describe the changes caused by the Great Depression and the New Deal Discuss the ways citizens influenced public policy on equal rights Describe recent challenges for people in New Jersey Oral reading of text, correlating practice book pages, note-taking and record vocabulary, lesson outline, end of lesson comprehension New Jersey was a state that fought to fight slavery in America. Following colonial times, Africans were forced into slavery. Discuss abolitionists as people who did not believe in slavery. Identify traits for these heroic individuals. Identify reasons slaves would want to run away from slavery. Analyze maps of Underground Railroads and their role in leading slaves to freedom. Recognize important people who helped lead the Underground Railroad, especially Harriet Tubman. Draw a map of the Underground Railroad and jot down notes along the way of what Harriet Tubman may have been feeling or thinking. Think about the situation from her point of view. Research Underground Railroad stations that were in New Jersey and make a map showing where they were. Understand not all states were practicing slavery. It was only states in the south. Use maps to differentiate between slave states and free states. Know that because some states were free and others were practicing slavery, conflicts arose. A Civil War came to be between the free states and the slave states. Abraham Lincoln was president during this time and he fought against slavery. Read biographies of Abraham Lincoln and his role in fighting slavery. Have students imagine they are a newspaper reporter in New Jersey during the Civil War. Write a newspaper article describing the fight to end slavery. Be sure to include details to support the description. Write an essay explaining why it is important for citizens to respect each other s rights. Oral reading of text, correlating practice book pages, note-taking and record vocabulary, lesson outline, end of lesson comprehension Preview virtual tours of Ellis Island and understand its importance in history of immigrants coming to America Discuss students ancestors and history and whether or not they know of ancestors who came through Ellis Island to America
Create a piece of luggage. Write a story about traveling from a country in Europe to the United States using facts, details, and examples from the text or other available sources After the Civil War the economy grew, which is why immigrants were coming to the United States. Discuss an economy and how our location near major cities is related to keeping our economy growing in regard to trading goods (ports, railroad, airports, etc.) Create an ad advertising a booming canned good during this time. More inventions were being made. Tell about how the light bulb changed life. Create a poster of an inventors most famous invention, including a description of it As the economy grew, jobs were created. Factories were poor work environments and workers went on strike. A labor union was put into place and they still exist today. Brainstorm reasons why workers would go on strike. Describe the Great Migration and its role in the growth of jobs in New Jersey Oral reading of text, correlating practice book pages, note-taking and record vocabulary, lesson outline, end of lesson comprehension New Jersey faced challenges in World War I, which occurred after the boom in economy and transportation. New Jersey took a step back due to the challenges from the war. Woodrow Wilson played an important role in helping the state. Create a list of ways Woodrow Wilson helped the state. World War I ended on November 11 th, which is now Veterans Day. Discuss reasons why we celebrate Veterans Day and honor those who fought in World War I. Describe women s role in World War I. Following the war, New Jersey was doing well. That was until the Great Depression. Write a report about the Great Depression from the point of view of someone living through it. Describe Roosevelt s role in the New Deal. Use descriptive words to describe with people were going through during the Great Depression. Following World War I led to World War II. World War II was the first time women could participate in the military aspect of wars. Ask students why this was different from World War I. Preview photos of Pearl Harbor and use a graphic organizer to sequence the events Use maps to show countries involved in World War II. Explore World War II history using the World War II Museum website. Make a poster that inspires people to get through the challenging times of World War I, Great Depression, or World War II. Oral reading of text, correlating practice book pages, note-taking and record vocabulary, lesson outline, end of lesson comprehension Lead a discussion on why African Americans worked to gain civil rights in New Jersey. Examine photographs related to discrimination. Describe the suffrage movement. Create timelines for the suffrage movement. Create a list of voting rights.
Write a letter to a friend imagining you are fighting for civil rights in the 1960 s. Describe how important the civil rights movement is to you. Explain Dr. Martin Luther King, Jr. s role in strengthening the Constitution. Provide students with an I Have a Dream Speech. Pull out a few quotes and envision what the quote means. Write an essay explaining what came to be after the civil rights movement. Modern time wars consist of terrorism. Access prior knowledge of the World Trade Center or Twin Towers Explain terrorism in kid-friendly terms, including the events that occurred on September 11 th Write a poem for Patriot Day Jeopardy or other interactive games to review the unit Unit 3 Review Summary Unit 3 Test Assessments: Research reports Projects Discussions and questioning Lesson Written responses Graphic organizers Unit assessment Map completion Venn Diagrams Rubrics for projects/debates or reader s theatre Self-Checklists for projects Lesson quizzes Technology & Resources Harcourt Social Studies textbook Harcourt Social Studies practice book Harcourt Social Studies leveled readers Harcourt website http://www.eharcourtschool.com/index.jsp Read Alouds SMARTEXCHANGE pre-made Notebook lessons www.smartexchange.com www.teacherspayteachers.com Incorporate nonfiction or historical fiction texts from language arts to be included for cross-curricular relationships Newspapers Research using technology (ex: Ducksters) Brainpop/Brainpopjr Time for Kids Maps/Google Maps Globes SMARTBoard visual representations Laptop research task and create report Scholastic Web Quests Youtube or Teachertube Incorporate field trips when possible Virtual field trips
Unit 4: New Jersey Today Time Frame: May-June - Assessment New Jersey Core Curriculum Content Standards and Indicators: Civics, Government, and Human Rights 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 A. Civics, Government, and Human Rights 6.3.4.A.1 Evaluate what makes a good rule or law 6.3.4.A.2 Contact local officials and community members to acquire information and or discuss local issues 6.3.4.A.3 Select a local issue and develop a group action plan to inform school or community members about the issue 6.3.4.A.4 Communicate with students from various countries about common issues of public concern and possible solutions A. Civics, Government, and Human Rights 6.1.4.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. 6.1.4.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. 6.1.4.A.3 Determine how fairness, equality, and the common good have influenced new laws and policies over time at the local and national levels of United States government. 6.1.4.A.4 Explain how the United States government is organized and how the United States Constitution defines and checks the power of government. 6.1.4.A.5 Distinguish the roles and responsibilities of the three branches of the national government. 6.1.4.A.6 Explain how national and state governments share power in the federal system of government. 6.1.4.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. 6.1.4.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. 6.1.4.A.9 Compare and contrast responses of individuals and groups, past and present, to violations of fundamental rights (e.g., fairness, civil rights, human rights). 6.1.4.A.10 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.
6.1.4.A.11 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. 6.1.4.A.12 Explain the process of creating change at the local, state, or national level. 6.1.4.A.13 Describe the process by which immigrants become United States citizens. 6.1.4.A.14 Describe how the world is divided into many nations that have their own governments, languages, customs, and laws. 6.1.4.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. 6.1.4.A.16 Explore how national and international leaders, businesses, and global organizations promote human rights and provide aid to individuals and nations in need. B. Geography, People, and Environment 6.1.4. B.1 Compare and contrast information that can be found on different types of maps and determine how the information may be useful. 6.1.4. B.2 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. 6.1.4.B.3 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. 6.1.4.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. 6.1.4.B.10 Identify major cities in New Jersey, as well as in the United States, and the world, and explain how geographic and demographic tools (e.g., maps, globes, data visualizations) can be used to understand cultural differences. C. Economics, Innovation, and Technology 6.1.4.C.2 Distinguish between needs and wants and explain how scarcity and choice influence decisions made by individuals, communities, and nations. 6.1.4.C.3 Explain why incentives vary between and among producers and consumers. 6.1.4.C.4 Describe how supply and demand influence price and output of products. 6.1.4.C.5 Explain the role of specialization in the production and exchange of goods and services. 6.1.4.C.6 Describe the role and relationship among households, businesses, laborers, and governments within the economic system. 6.1.4.C.7 Explain how the availability of private and public goods and services is influenced by the global market and government. 6.1.4.C.8 Illustrate how production, distribution, and consumption of goods and services are interrelated and are affected by the global market and events in the world community. 6.1.4.C.9 Compare and contrast how the availability of resources affects people across the world differently. 6.1.4.C.13 Examine the qualities of entrepreneurs in a capitalistic society. 6.1.4.C.14 Compare different regions of New Jersey to determine the role that geography, natural resources, climate, transportation, technology, and/or the labor force play in economic opportunities. 6.1.4.C.15 Describe how the development of different transportation systems impacted the economies of New Jersey and the United States.
6.1.4.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. History, Culture, and Perspective 6.1.4.D.3 Evaluate the impact of voluntary and involuntary immigration on America s growth as a nation, historically and today. 6.1.4.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. 6.1.4.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. 6.1.4.D.13 Describe how culture is expressed through and influenced by the behavior of people. 6.1.4.D.14 Trace how the American identity evolved over time. 6.1.4.D.15 Explain how various cultural groups have dealt with the conflict between maintaining traditional beliefs and practices and adopting new beliefs and practices. 6.1.4.D.17 Explain the role of historical symbols, monuments, and holidays and how they affect the American identity. 6.1.4.D.18 Explain how an individual s beliefs, values, and traditions may reflect more than one culture. 6.1.4.D.20 Describe why it is important to understand the perspectives of other cultures in an interconnected world. Essential Questions: Objectives: What are the roles of the three branches of the United States government? How are New Jersey s state and local governments organized? What industries make up New Jersey s economy? What makes New Jersey a diverse state? Recognize that government exists at federal and state levels Identify fundamental values of American democracy in the Bill of Rights Describe how rights guaranteed by the Constitution and the Bill of Rights contribute to the continuation of democracy Recognize that government exists at federal, state, county, and municipal levels Describe how volunteers help the government meet the needs of citizens Describe New Jersey s economy Distinguish between the consumers and the producers of goods and services Describe how New Jerseyans have improved their ability to earn income by gaining knowledge, skill, and experience Identify the goals of the United Nations
Suggested Tasks and Activities: Examine and compare diverse cultures in the United States and New Jersey Identify famous New Jersey artists Describe New Jersey s schools, colleges, and universities Oral reading of text, correlating practice book pages, note-taking and record vocabulary, lesson outline, end of lesson comprehension Compare and contrast the three branches of government using a 3 circle Venn diagram Explain each part of government and its purpose Use a tree to label the three branches of government Write a research report describing the three branches of government. Imagine what the United States would be like without a Bill of Rights and the freedom of speech. Write a report from the point of view of someone who lives in the United States with no Bill of Rights. What would it be like? Divide the class into separate groups: judicial, legislative, executive. Each group should conduct a presentation based on research to the class on each branch of government. Use the three branches of government in relation to the make-up of the classroom. Set aside students per branch to ensure the classroom or government is carried out efficiently. Oral reading of text, correlating practice book pages, note-taking and record vocabulary, lesson outline, end of lesson comprehension New Jersey has its own constitution. Have students describe how it compares to the United States Constitution. New Jersey has three branches of government. Describe the three branches and explain their similarities to the United States three branches of government. Research the seal of New Jersey. Write a report and present to the class the different parts of the seal and the meanings behind the illustrations. Use a map of New Jersey to study the counties. Identify Bergen County and its location on the map in reference to the state capital of Trenton. Compare and contrast county government jobs and municipal government jobs. Oral reading of text, correlating practice book pages, note-taking and record vocabulary, lesson outline, end of lesson comprehension Lead a discussion about why it is important for people to work to accomplish tasks in order to run a business. Describe types of service industry workers that are important to New Jersey. Write an essay that explains the importance of being a patriotic citizen. Distinguish between the meanings of imports and exports. Use im and ex prefixes to enhance word meaning. Understand supply and demand in relation to one another. Use real-life examples.