14zsocial studies cover grade 4 · 2017. 3. 6. · grade 4 social studies curriculum geography...

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

September-October

Unit 1: Exploration to Early Statehood

· New Jersey’s Location New Jersey’s Natural Regions Climate and Resources The Lenape

November-December

Unit 2: Exploration to Early Statehood

Europeans Arrive in New Jersey · Colonizing New Jersey · The American Revolution The Constitution New Inventions and Growth

January-February

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

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 Time Frame: September-October - Assessment New Jersey Core Curriculum Content Standards and Indicators: 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: 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?

Objectives:

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

Suggested Tasks and Activities:

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: Brochure Research reports Projects Discussions and questioning Lesson questions Written responses Graphic organizers Unit assessment Map completion

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 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

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 21st 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


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: 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?

Objectives:

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 Suggested Tasks and Activities:

Oral reading of text, correlating practice book pages, note-taking and record vocabulary, lesson outline, end of lesson comprehension questions

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)


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”


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


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 questions 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 21st 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


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: Why did Europeans come to North America? How was the New Jersey Colony divided and settled? Why did the colonies want independence from Britain? Why and how was the new constitution written? How did new forms of transportation change New Jersey?

Objectives:

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

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



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.


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

questions 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.


questions 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.


questions 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 questions Written responses Graphic organizers Unit assessment Map completion Venn Diagrams Rubrics for projects/debates or reader’s theatre Self-Checklists for projects Lesson quizzes




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 21st 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.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: How did the issue of slavery affect New Jersey? How did New Jersey grow and change in the early twentieth century?

Objectives:

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?

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 Suggested Tasks and Activities:


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.


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


questions 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 11th, 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.


questions 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 11th Write a poem for “Patriot Day”

Jeopardy or other interactive games to review the unit Unit 3 Review Summary Unit 3 Test





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 21st 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.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: 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?

Objectives:

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

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



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.


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.


questions 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.

Compare and contrast capital resources and human resources. Write a short paragraph about New Jersey’s economy using the words import and export. Discuss different countries we trade with and what we trade with them or receive imports from (example: oil from the Middle East). Explain how technology impacts the businesses of New Jersey’s growth.


questions Create a journal entry about what it would be like coming to New Jersey for the first time. Describe how different cultures make New Jersey rich and diverse. Understand the United Nations by describing its purpose. To practice diplomacy, have students conduct a mini-debate about a school matter. For example, one group may want a carnival as a

fundraiser and the other may want to hold a bake sale. If they can’t agree, nothing will be held. Use diplomacy to explain decision making. Explain the significance of American heritage and the many national holidays we celebrate. Have students gather and share information about art exhibitions, author visits and lectures, and musical concerts in our community. Explain

how any of these events students have attended relate to cultural diversity. Create a timeline to show how education in New Jersey has changed over the years.

Jeopardy or other interactive games to review the unit Unit 4 Review Summary Unit 4 Test


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 PBS Kids Democracy State of New Jersey Kids History website

www.statenj.us/state/historykids/NJhistorykids.htm SMARTEXCHANGE pre-made Notebook lessons


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 5: Celebrating Our Heritage Time Frame: September-June – Assessments integrated throughout the year

New Jersey Core Curriculum Content Standards and Indicators: 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. A. Civics, Government, and Human Rights 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.1O - 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. D. History, Culture, and Perspective 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.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.17 - Explain the role of historical symbols, monuments, and holidays and how they affect the American identity. 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. 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. A. Civics, Government, and Human Rights 6.1.4.A.3 - Select a local issue and develop a group action plan to inform school and/or community members about the issue. B. Geography, People, and Environment 6.1.4.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.

Essential Questions:

What are symbols of America?

What is Patriot Day?

Who is Christopher Columbus and what is his significance in the discovery of America?

How do Americans vote in the United States (Election Day)?

Who are Veterans and how do we honor their service to our country?

What is the significance of Thanksgiving?

How are Winter Holidays celebrated in different cultures?

Objectives: Students will be able to …

Identify the various American symbols such as the American Flag, Bald Eagle, Statue of Liberty, etc.

Discuss the events of September 11th and how it impacted our nation.

Read aloud student-friendly texts that help students better understand what took place that day.

Read and learn about who Christopher Columbus is and his journey across the ocean in search of the new land.

Explain how Columbus was able to make his journey to the new land.

Discuss the voting process. Understand the different voting parties. Partake in a mock election.

Understand that Veterans are people who have served in war for

our country. Discuss ways we honor veterans throughout our school –

Veteran’s Day Assembly. Understand the Pilgrim’s journey aboard the Mayflower. Discuss what life was like for the Pilgrims during their first

winter. Understand how the Native Americans helped the Pilgrims

survive through the harsh winter. Explain how the First Thanksgiving took place.

Discuss the various winter holidays such as Hanukah, Christmas, Kwanzaa, Las Posadas, and Chinese New Year.

Explain the different ways these cultures celebrate (food, clothing, gift giving, etc.).

In what ways do we celebrate Dr. Martin Luther King Jr.?

What are some inequalities people faced around the world?

What is the purpose of President’s Day?

Why do we celebrate Earth Day?

Why is Cinco de Mayo celebrated?

Why do we celebrate Memorial Day?

Why do we recognize Flag Day as a day that symbolizes America’s growth over the years?

Why do we celebrate Independence Day?

Explain what rights Dr. Martin Luther King Jr. fought for. Understand what he went through as a civil rights activist. Discuss the other important figures who supported Dr. Martin

Luther King Jr.’s quest for freedom.

Discuss Anne Frank and her diary of her experience during the Holocaust

Describe what life was like for African Americans during the Amistad

Discuss who George Washington and Abraham Lincoln are. Understand how both presidents changed our nation.

Explain why it is important to take care of the earth we live on. Understand the three R’s – Reduce, reuse, recycle.

Learn about the history behind Cinco De Mayo. Understand why it is celebrated.

Explain the significance of Memorial Day. Discuss the ways we honor those who served our country

throughout our school – Memorial Day Assembly.

Explain why we recognize the flag on Flag Day Compare and contrast the flag from years ago until now

Discuss what happened on the Fourth of July Explain how this day greatly impacted our nation.


Create a poster of important symbols of the United States of America and describe their importance. Share and present with the class. Read “The Man Who Walked Between the Two Towers” to discuss the Twin Towers and access prior knowledge of them. Discuss then how

they are no longer standing and why. Describe the day’s events in kid-friendly terms. Focus on heroic actions and what it meant to be a hero that day. We now call it Patriot Day. Write a letter to a hero thanking them for their actions on 9/11.

Write a report about Christopher Columbus’s Journey from his point of view traveling to America. Use various sources to cite evidence of the events.

Hold a mock election that includes a debate on a topic. Try to choose a school related issue/topic. Hold a Veteran’s Day assembly for the school and local veterans Use Scholastic Webquest “The First Thanksgiving” to preview the events that took place leading up to the First Thanksgiving and

challenges and ways of life of Pilgrims and various groups of Indians. Write a report about different holidays celebrated in the United States that are from different cultural backgrounds. Have students bring in

something from their culture to share about their own culture and holiday. Discuss how other cultures celebrate particular holidays. Choose a heroic figure in leading America to equality in the Women’s Rights Movement and Civil Rights Movement. Conduct a report of a

biography of a heroic person. Include a timeline. Research the jobs of the president today. Research the roles of George Washington and Abraham Lincoln as president. Discuss ways in

which their roles are different yet similar to the roles of a president today. Include a 3 circle Venn Diagram with the research report. Create a poster persuading others to reduce, reuse, recycle Understand why we celebrate Flag Day and how the flag has come to be. Reflect on the flag from the original 13 colonies until present time.

Explain how far we’ve come. Use a timeline to show the growth based on various sources discussing the flag of the United States. Suggested Read Alouds: The Little Chapel that Stood by A. B. Curtiss, Fireboat by Maira Kalman, The Man Who Walked Between the Two Towers by Mordicai Gerstein, Follow the Dream: The Story of Christopher Columbus by Peter Sis, Grace for President by Kelly S. DiPucchio and LeUyen Pham, If I Ran for President by Catherine Stier, Duck for President by Doreen Cronin, The Story of the Pilgrims by Katherine Ross, The Pilgrim’s First Thanksgiving by Ann McGovern, It’s Kwanzaa Time by Linda Goss, Clay Goss, Ashley Bryan, One Candle by Eve Bunting, The Amazing Christmas Extravaganza by David Shannon, Where the Mountain Meets the Moon by Grace Lin, Martin's Big Words: The Life of Dr. Martin Luther King, Jr by Doreen Rappaport, The Story of Ruby Bridges by Robert Coles, Henry’s Freedom Box by Ellen Levine, Number the Stars by Lois Lowry, Diary of Anne Frank by Anne Frank, Mrs. McBloom, Please Clean Up your Classroom by Kelly S. DiPucchio, The Lorax by Dr. Seuss, The Great Kapok Tree by Lynne Cherry, Chicks and Salsa by Aaron Reynolds, Hurray for the 4th of July! by Wendy Watson. Assessments: Student participation, teacher observation, projects, and various craft activities.

Technology & Resources Brainpop.com Brainpopjr.com Eharcourtschool.com (Eco the Globe) Googlemaps.com Youtube.com Teachertube.com Scholastic.com Teacherspayteachers.com Superteacherworksheets.com SmartExchange.com

Read Alouds Scholastic Web Quests

14zsocial studies cover grade 4 · 2017. 3. 6. · grade 4 social studies curriculum geography...

Documents