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Gloucester Township Public Schools
Social Studies Curriculum
Grade 5 Overview
Social Studies equip our students to develop skills and understandings that will prepare them to be citizens in the 21st century. Students need to
learn and understand their responsibilities as an individual as well as a group member, whether in play groups, classrooms, local communities, or
the world. The K-5 Social Studies curriculum for Gloucester Township Public Schools is focused on helping children to understand and function
in their personal and social worlds. It is structured to allow students to acquire knowledge of history and social sciences and learn directly through
interactive, collaborative experiences where they are putting these skills into practice.
The Grade 5 Social Studies curriculum is segmented into 4 Domains:
Domain A: Civics, Government, Human Rights, Active Citizenship in the 21st Century, and Studies Skills
Domain B: Geography, People, and Environment
Domain C: Economics, Innovation , and Technology
Domain D: History, Culture, and Perspectives
These domains represent the strands of the NJ Core Curriculum Standards for Social Studies. Within each strand there are topics and activities
designed to meet the standards for each strand. The activities range from collaborative group activities, research, media analysis, and
presentations. In an effort to maximize the use of instructional materials and deliver a unified instructional program to students, many of the
standards are met using the Reading Wonders components. This program is the district reading program being implemented in grades K-5. The
activities and lessons are designed to complement the reading instruction by correlating unit topics and skills to reading selections. The natural
beauty and design of a cross content curriculum will undoubtedly help students to maximize their Social Studies skills and understandings.
Benchmark and Cross Curricular Key
__Red: ELA
__ Blue: Math
__ Green: Science
__ Orange: Social Studies
__ Purple: Related Arts
__ Yellow: Benchmark Assessment
Domain A Civics, Government, Human Rights, Active Citizenship in the 21
st Century, and 21
st Century Skills
Standards Topic Activity Resource Assessment 6.1.8.A.3; B Compromise Understand Our
Constitution
Wonders
Workstation Card 6
Formative:
Teacher
Observations,
Student
Conferencing,
Student Checklist,
Informal
Walkabouts.
Summative:
Wonders Research
and Inquiry Rubric,
Teacher Checklist,
Speaking and
Listening Checklist,
Brain Pop Quiz
*Benchmark* Create a Play:
What Do Good
Problem Solvers
Do?
Wonders T331
R&I Project
Constitution,
Branches of
Government, Bill of
Rights
Brain Pop Videos
6.1.3.4.D.1 Discoveries Sources of a
Mystery
Wonders
Workstation Card
17
Bar Graph: What
can you discover
when you give
things a second
look ?
Wonders T331
R&I Project
Domain A Continued
Standards Topic Activity Resource Assessment 6.1.4.A.1,
6.1.4.A.9
Taking Action for
Positive Change
US Rights and
You
Wonders Workstation
Card 18
Formative:
Teacher
Observations,
Student
Conferencing,
Student Checklist,
Informal
Walkabouts.
Summative:
Wonders
Research and
Inquiry Rubric,
Teacher Checklist,
Speaking and
Listening
Checklist, Brain
Pop Quiz
What Can People
Do To Bring
About a Positive
Change?
Wonders T331
R&I Project
The Bill of Rights Discovery Ed Video (2:23
minutes),
Brain Pop Video
SSST-CT
(Soc.St. Skills
Table-Critical
Thinking)
Joining Forces World War II
Timeline
*Benchmark*
Wonders Workstation
Card 26
How Do Different
Groups
Contribute to a
Cause?
Wonders T331
R&I Project
World War I,
WWII, WWIII
Causes
Brain Pop Videos
6.1.P.A.1; A.2 Getting Along Respect for
Classmates
Wonders Workstation
Card 27
Domain B
Geography, People, and Environment
Mapping and other geography skills are embedded in a variety of
Science, Social Studies, and Language Arts activities.
Create Guidelines:
What actions can
we take to get
along with others?
Wonders T331
R&I Project
Getting Along Discovery Ed Video
(3:23 minutes)
Conflict
Resolution
Brain Pop Video
Domain C
Economics, Innovation, and Technology
Standards Topic Activity Resource Assessment 6.1.4.C.10 Getting Things
We Need
Check Out A Bank Wonders
Workstation Card 1
Formative:
Teacher
Observations,
Student
Conferencing,
Student Checklist,
Informal
Walkabouts.
Summative:
Wonders Research
and Inquiry
Rubric, Teacher
Checklist,
Speaking and
Listening
Checklist, Brain
Pop Quiz
Newspaper Article:
How do we get the
things we need?
Wonders T331
R&I Project
Managing Money Discovery Ed Video
(7:00 minutes)
Saving and Spending:
Planning a Weekly
Budget
Brain Pop Video
Domain D
History, Culture, and Perspectives
Standards Topic Activity Resource Assessment 6.1.A.10; A.11 Learning About
Different Cultures
Cultures Around Us Wonders
Workstation Card
11
Formative:
Teacher
Observations,
Student
Conferencing,
Student Checklist,
Informal
Walkabouts.
Summative:
Wonders Research
and Inquiry Rubric,
Teacher Checklist,
Speaking and
Listening Checklist,
Brain Pop Quiz
What can learning
about different
cultures teach us?
Wonders T331
R&I Project
Everybody's
Different: Different
Cultures, Different
Customs
Discovery Ed Video
(3:03 minutes)
Cultures Brain Pop Video
6.1.4.D.13 Looking in the
Past
Aztecs and Mayan
Cultures
Wonders
Workstation Card
15
Debate: How do we
explain what
happened in the
past?
Wonders T331
R&I Project
Aztec Civilization Brain Pop Video
6.1.4.D.12 Sharing Stories Stories and Culture Wonders
Workstation Card
16
Poster/Comic Strip:
What kinds of
stories do we tell?
Wonders T331
R&I Project
Breaking Down A
Fairy Tale
Discovery Ed Video
(2:33 minutes)
6.1.4.D Sharing
Experiences
Great Depression
Stories
Wonders
Workstation Card
22
Presentation: How
do shared
experiences help
people adapt to
change?
Wonders T331
R&I Project
The Great
Depression
Discovery Ed Video
(3:03 minutes)
Great Depression
Causes, Great
Depression,
Recession, New Deal
Brain Pop Videos
Appendix A
Adaptations for Special Education Students, English Language Learners, and
Gifted and Talented Students
Making Instructional Adaptations
Instructional Adaptations include both accommodations and modifications.
An accommodation is a change that helps a student overcome or work around a disability or
removes a barrier to learning for any student.
Usually a modification means a change in what is being taught to or expected from a student.
-Adapted from the National Dissemination Center for Children with Disabilities
ACCOMMODATIONS MODIFICATIONS
Required when on an IEP or 504 plan, but can be implemented for any student to support their learning.
Only when written in an IEP.
Special Education Instructional Accommodations
Use the Wonders Social Studies/Science Workstation Cards orange activity.
Teachers shall implement any instructional adaptations written in student IEPs.
Teachers will implement strategies for all Learning Styles (Appendix B)
Teacher will implement appropriate UDL instructional adaptations (Appendix C)
Gifted and Talented Instructional Accommodations
Use the Wonders Science/Social Studies Workstation Cards green activity.
Teacher will implement Adaptations for Learning Styles (Appendix B)
Teacher will implement Gifted and Talented adaptations (Appendix D)
English Language Learner Instructional Accommodations
Use the Wonders Social Studies/Science Workstation Cards orange activity.
Teachers will implement the appropriate instructional adaptions for English Language
Leaners (Appendix E)
APPENDIX B
Learning Styles Aadapted from The Learning Combination Inventories (Johnson, 1997)and VAK (Fleming, 1987)
Accommodating Different Learning Styles in the Classroom: All learners have a unique blend of sequential, precise, technical, and confluent learning styles. Additionally, all learners have a preferred mode of processing information- visual, audio, or kinesthetic. It is important to consider these differences when lesson planning, providing instruction, and when differentiating learning activities. The following recommendations are accommodations for learning styles that can be utilized for all students in your class. Since all learning styles may be represented in your class, it is effective to use multiple means of presenting information, allow students to interact with information in multiple ways, and allow multiple ways for students to show what they have learned when applicable.
Visual Utilize Charts, graphs, concept maps/webs, pictures, and cartoons Watch videos to learn information and concepts Encourage students to visulaize events as they read Study using flash cards Model by demonstrating tasks or showing a finished product Have written directions available for student
Audio Allow students to give oral presentations or explain concepts verbally Present information and directions verbally or encourage students to read directions aloud to themselves. Utilize read alouds Utilize songs, rhymes, chants and choral response,
Kinesthetic Act out concepts and dramatize events Trace words/sounds on paper, sand, or water Use manipulatives Allow students to depen knowledge through hands on projects
Sequential: following a plan. The learner seeks to follow step-by-step directions, organize and plan
work carefully, and complete the assignment from beginning to end without interruptions. Accommodations: Repeat/rephrase directions Provide a checklist or step by step written directions Break assignments in to chunks Provide samples of desired products
Help the sequential students overcome these challenges: over planning and not finishing a task, difficulty reassessing and improving a plan, spending too much time on directions and neatness and overlooking concepts
Precise: seeking and processing detailed information carefully and accurately. The learner takes detailed
notes, asks questions to find out more information, seeks and responds with exact answers, and reads and writes in a highly specific manner. Accommodations: Provide detailed directions for assignments Provide checklists Provide frequent feedback and encouragement
Help precise students overcome these challenges: overanalyzing information, asking too many questions, focusing on details only and not concepts
Technical: working autonomously, "hands-on," unencumbered by paper-and-pencil requirements. The
learner uses technical reasoning to figure out how to do things, works alone without interference, displays knowledge by physically demonstrating skills, and learns from real-world experiences Accommodations: Allow to work independently or as a leader of a group Give opportunities to solve problems and not memorize information Plan hands-on tasks Explain relevance and real world application of the learning Will be likely to respond to intrinsic motivators, and may not be motivated by grades
Help technical students overcome these challenges: may not like reading or writing, difficulty remaining focused while seated, does not see the relevance of many assignments, difficulty paying attention to lengthy directions or lectures
Confluent: avoiding conventional approaches; seeking unique ways to complete any learning task. The
learner often starts before all directions are given; takes a risk, fails, and starts again; uses imaginative ideas and unusual approaches; and improvises. Accommodations: Allow choice in assignments Encourage creative solutions to problems Allow students to experiment or use trial and error approach Will likely be motivated by autonomy within a task and creative assignments
Help confluent students overcome these challenges: may not finish tasks, trouble proofreading or paying attention to detail
APPENDIX C Universal Design for Learning Adaptations
Adapted from Universal Design For Learning
Teachers will utilize the examples below as a menu of adaptation ideas.
Provide Multiple Means of Representation
Strategy #1: Options for perception
Goal/Purpose Examples To present information through different modalities such as vision, hearing, or touch.
Use visual demonstrations, illustrations, and models
Present a power point presentation.
Strategy #2: Options for language, mathematical expressions and symbols
Goal/Purpose Examples To make words, symbols, pictures, and mathematical notation clear for all students.
Use larger font size Highlight important parts of text
Strategy #3: Options for Comprehension
Purpose Examples To provide scaffolding so students can access and understand information needed to construct useable knowledge.
Use KWL strategies or charts.
Provide written notes
Make predictions Graphic organizers and concept maps
Provide Multiple Means of Action and Expression
Strategy #4: Options for physical action
Purpose Examples To provide materials that all learners can physically utilize
Use of computers to type when available Provide help with cutting, pasting, or other physical tasks Preferential or alternate seating Provide assistance with organization
Strategy #5: Options for expression and communication
Purpose Examples To allow the learner to express their knowledge in different ways
Allow oral responses or presentations Students show their knowledge with webs, charts, graphs, or non-linguistic representations
Strategy #6: Options for executive function
Purpose Examples To scaffold student ability to set goals, plan, and monitor progress
Provide clear learning goals, scales, and rubrics Modeling skills and tasks Utilize checklists Give examples of desired finished product Chunk longer assignments into manageable parts Teach and practice organizational skills
Provide Multiple Means of Engagement
Strategy #7: Options for recruiting interest
Purpose Examples To make learning relevant, authentic, interesting, and engaging to the student.
Provide choice and autonomy on assignments Use colorful and interesting designs, layouts, and graphics on written documents Use games, challenges, or other motivating activities Provide positive reinforcement for effort
Strategy #8: Options for sustaining effort and persistence
Purpose Examples To create extrinsic motivation for learners to stay focused and work hard on tasks.
Show real world applications of the lesson Utilize collaborative learning Incorporate student interests into lesson Praise growth and effort Recognition systems Behavior plans
Strategy #9: Options for self-regulation
Purpose Examples To develop intrinsic motivation to control behaviors and to develop self-control.
Give prompts or reminders about self-control Self-monitored behavior plans using logs, records, journals, or checklists Ask students to reflect on behavior and effort
Appendix D
Gifted and Talented Instructional Accommodations
How do the State of NJ regulations define gifted and talented students?
Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities.
What types of instructional accommodations must be made for students identified as gifted and talented?
The State of NJ Department of Education regulations require that district boards of education provide appropriate K-12 services for gifted and talented students. This includes appropriate curricular and instructional modifications for gifted and talented students indicating content, process, products, and learning environment. District boards of education must also take into consideration the PreK-Grade 12 National Gifted Program Standards of the National Association for Gifted Children in developing programs..
What is differentiation?
Curriculum Differentiation is a process teachers use to increase achievement by improving the match between
the learner’s unique characteristics:
Prior knowledge Cognitive Level
Learning Rate Learning Style
Motivation Strength or Interest
And various curriculum components:
Nature of the Objective Teaching Activities
Learning Activities Resources
Products
Differentiation involves changes in the depth or breadth of student learning. Differentiation is enhanced with
the use of appropriate classroom management, retesting, flexible small groups, access to support personal,
and the availability of appropriate resources, and necessary for gifted learners and students who exhibit gifted
behaviors (NRC/GT, University of Connecticut).
Gifted & Talented Accommodations Chart
Adapted from Association for Supervision and Curriculum Development
Teachers will utilize the examples below as a menu of adaptation ideas.
Strategy Description Suggestions for Accommodation
High Level Questions
Discussions and tests, ensure the highly able learner is presented with questions that draw on advanced level of information, deeper understanding, and challenging thinking.
Require students to defend answers
Use open ended questions
Use divergent thinking questions
Ask student to extrapolate answers when given incomplete information
Tiered assignments
In a heterogeneous class, teacher uses varied levels of activities to build on prior knowledge and prompt continued growth. Students use varied approaches to exploration of essential ideas.
Use advanced materials
Complex activities
Transform ideas, not merely reproduce them
Open ended activity
Flexible Skills Grouping
Students are matched to skills work by virtue of readiness, not with assumption that all need same spelling task, computation drill, writing assignment, etc. Movement among groups is common, based on readiness on a given skill and growth in that skill.
Exempt gifted learners from basic skills work in areas in which they demonstrate a high level of performance
Gifted learners develop advanced knowledge and skills in areas of talent
Independent Projects
Student and teacher identify problems or topics of interest to student. Both plan method of investigating topic/problem and identifying type of product student will develop. This product should address the problem and demonstrate the student’s ability to apply skills and knowledge to the problem or topic
Primary Interest Inventory
Allow student maximum freedom to plan, based on student readiness for freedom
Use preset timelines to zap procrastination
Use process logs to document the process involved throughout the study
Learning Centers
Centers are “Stations” or collections of materials students can use to explore, extend, or practice skills and content. For gifted students, centers should move beyond basic exploration of topics and practice of basic skills. Instead it should provide greater breadth and depth on interesting and important topics.
Develop above level centers as part of classroom instruction
Interest Centers or Interest Groups
Interest Centers provide enrichment for students who can demonstrate mastery/competence with required work/content. Interest Centers can be used to provide students with meaningful learning when basic assignments are completed.
Plan interest based centers for use after students have mastered content
Contracts and Management Plans
Contracts are an agreement between the student and teacher where the teacher grants specific freedoms and choices about how a student will complete tasks. The student agrees to use the freedoms appropriately in designing and completing work according to specifications.
Allow gifted students to work independently using a contract for goal setting and accountability
Compacting A 3-step process that (1) assesses what a student knows about material “to be” studied and what the student still needs to master, (2) plans for learning what is not known and excuses student from what is known, and (3) plans for freed-up time to be spent in enriched or accelerated study.
Use pretesting and formative assessments
Allow students who complete work or have mastered skills to complete enrichment activities
Appendix E
English Language Learner Instructional Accommodations
Adapted from World-class Instructional Design and Assessment guidelines (2014), Teachers to English Speakers
of Other Languages guidelines, State of NJ Department of Education Bilingual Education and Haynes and
Zacarian (2010).
K-2
Beginning Level: Preproduction (Newcomers)
Use visuals, manipulative, and real objects
Allow responses through physical movement or manipulation of objects
Allow student to listen and observe (don’t force speaking)
Group student with more advanced ELLs or cooperative peers
Provide simplified text and numerous pictures
Sight word cards
Alphabet Folder
Coloring Packet
Phonics
Vowel books
Word book to draw
Pictionary
Ask questions that require yes or no, or 1-3 word answers
Grade the progress
Early Production (ELLs who have been in the United States between 1-2 years)
Use simplified, abbreviated text material
Provide continued listening activities and visuals
Use photo albums
Allow role playing
Supply create ideas workbook
Use simple word to ask questions
At this stage assessment can be in the form of physical responses, manipulation of objects or simplified
response
Allow extra time to complete tests
Modify number and length of the assignments
Use of word bank all the time to help them
Oral presentations
Projects instead of reports based on learning style of student
Intermediate Level:
Allow extra time to complete tests Use short written or verbal measures frequently
Prepare short answer questions
Use checklist observing academic behaviors based on unit
Assess participation indicating student mastery of content
Measure progress on class project in teacher narrative
Writing assignments scored holistically
Grades 3-5
Beginning Level: Preproduction (Newcomer)
Use visuals, manipulative, and real objects
Allow responses through physical movement or manipulation of objects
Allow student to listen and observe (don’t force speaking)
Group student with more advanced ELLs or cooperative peers
Provide simplified text and numerous pictures
Sight word cards
Alphabet Folder
Coloring Packet
Phonics
Vowel books
Word book to draw
Pictionary
Use short written or verbal measures frequently
Increase amount of time for test
Prepare short answer questions
Use checklist observing academic behaviors based on unit
Assess participation indicating student mastery of content
Measure progress on class project in teacher narrative
Early Production (ELLs who have been in the U.S.A. between 1-2 years)
Use simplified, abbreviated text material
Provide continued listening activities and visuals
Allow role playing
Supply create ideas workbook
Ask questions that require yes or no, or 1-3 word answers
Use simple word to ask questions
At this stage assessment can be in the form of physical responses, manipulation of objects or simplified
response
Allow extra time to complete tests
Modify number and length of the assignments
Use of word bank all the time to help them
Oral presentations
Projects instead of reports based on learning style of student
Remind students to use other parts of test to help with answers
Define cue words: compare, contrast, list, etc.
Break content down into smaller parts
Check background knowledge
Modify tests when necessary. If some sections require language skills far above an Ells’ level, eliminate those
questions
In the content areas, do not deduct points for grammar or spelling when possible
Intermediate Level: (ELLs who have been in the U.S.A. more than two years)
If they can: Allow students to use bilingual dictionary during class and tests
Allow extra time to complete tests
Writing assignments scored holistically
Check background knowledge
Modify tests when necessary. If some sections require language skills far above an ELL’s level, eliminate those
questions
In the content areas, do not deduct points for grammar or spelling when possible
Allow to retake the tests
Grade progress