grade 4: unit 4 - paterson public schools...5 | p a g e computer science and design thinking...
TRANSCRIPT
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Social Studies Curriculum
Grade 4: Unit 4
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Course Description
The history of the United States is the overarching theme with a concentration on New Jersey’s contribution to our country’s history. From an
historical perspective, students will gather essential content that range from the peopling of the North America, a cultural understanding of
Native Americans and their culture, to the colonization process of the thirteen original colonies. As the course enters a close, students will have
the opportunity to examine the impact of the American Revolution and the role of New Jersey with the context of the war. Threaded throughout
this historical journey student will analyze aspects of culture, geography, government, and economics.
As a means of reinforcing essential content acquisition, the use of grade level appropriate complex thinking types, strategies of critical thinking,
creative thinking, problem solving and the metacogative process will be a key component in assisting students to gather and reinforce the
essential knowledge being presented throughout the school year.
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Pacing Chart
Unit Topic Suggested Timing
Unit 1 Exploration and Encounters 9
Unit 2 Colonization in North America 9
Unit 3 American Revolution 9
Unit 4 Creation of the American Nation 5
Unit 5 Paterson History 4
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Effective Pedagogical Routines/Instructional Strategies
Collaborative problem solving
Writing to learn
Making thinking visible
Note-taking
Rereading & rewriting
Establishing text-based norms for discussions & writing
Establishing metacognitive reflection & articulation as a regular
pattern in learning
Quick writes
Pair/trio Sharing
Turn and Talk
Charting
Gallery Walks
Whole class discussions
Modeling
Word Study Drills
Flash Cards
Interviews
Role Playing
Diagrams, charts and graphs
Storytelling
Coaching
Reading partners
Visuals
Reading Aloud
Model (I Do), Prompt (We Do), Check (You Do)
Mind Mapping
Trackers
Multiple Response Strategies
Choral reading
Reader’s/Writer’s Notebooks
Conferencing
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Computer Science and Design Thinking
Standards
8.1.5.A.1, 8.5.A.2, 8.1.5.A.3, 8.1.5.F.1
➢ Technology Operations and Concepts
• Format a document using a word processing application to enhance text and include graphics, symbols and/or pictures.
Example of Use: Mini-Report: Write a brief biography or report about an Enlightenment period thinker and how they
contributed to the America’s new government.
• Use a graphic organizer to organize information about a problem or issue.
Example of Use: Create a graphic organizer that shows the cause and effect relationship between authors such as Locke,
Hobbes, Rousseau, Montesquieu and Thomas Jefferson, all leading to the Declaration of the Independence.
➢ Creativity and Innovation
• Collaborate to produce a digital story about a significant local event or issue based on first-person interviews.
and your classmates will ask your scripted questions.
Example of Use: Enlightenment Collage: Make a collage of words, concepts and pictures to represent the Enlightenment
period that influenced our nation’s government.
➢ Critical Thinking, Problem Solving, Decision Making
• Apply digital tools to collect, organize, and analyze data that support a scientific finding.
Example of Use: Math, Geography: Estimate and calculate the amount of territory gained in the Louisiana Purchase
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Career Ready Practices
Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They
are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in
all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances
through a program of study.
CRP4. Communicate clearly and effectively and with reason.
Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They
communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master
conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others;
they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare
accordingly to ensure the desired outcome.
Example of Use: Re-write the opening two- three paragraphs of the Declaration of Independence either to fit the needs of the current year or change the
language to make it more “reader-friendly”.
CRP5. Consider the environmental, social and economic impacts of decisions.
Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative
impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and
regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization.
Example of Use: Expedition Journal: Take on the role as Lewis or Clark. Write a journal entry describe your goals, hopes and fears on your western
expedition. Cite specific things you’ve learning in class.
CRP6. Demonstrate creativity and innovation.
Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and
productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and
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Career Ready Practices
they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to
apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization.
Example of Use: NJ State Seal: Redesign the New Jersey state seal, using representative concepts learned in class.
CRP9. Model integrity, ethical leadership and effective management.
Career-ready individuals consistently act in ways that align personal and community-held ideals and principles while employing strategies to positively
influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of
means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change others’ action,
attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on productivity, morals
and organizational culture.
Example of Use: Counter-Law: Have students read excerpts of the Indian Removal Act. Ask them to draft a law countering the effects of the IRA.
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Culturally Relevant Pedagogy Examples
Relationships:
• Learn about your students’ individual
cultures.
• Adapt your teaching to the way your
students learn
• Develop a connection with challenging
students
• Communicate and work with
parents/guardians on a regular basis (email
distribution, newsletter, phone calls, notes,
meetings, etc.)
Curriculum:
• Incorporate student- centered stories,
vocabulary and examples.
• Incorporate relatable aspects of students’
lives.
• Create lessons that connect the content to
your students’ culture and daily lives.
• Incorporate instructional materials that
relate to a variety of cultural experiences.
• Incorporate lessons that challenge
dominant viewpoints.
• Provide student with opportunity to engage
with text that highlights authors, speakers,
characters or content that reflect students
lived experiences (mirror) or provide a
window into the lived experience of people
whose identities differ from students.
• Bring in guest speakers.
• Use learning stations that utilize a range of
materials.
• Use Media that positively depicts a range
of cultures.
Instructional Delivery:
• Establish an interactive dialogue to engage
all students.
• Continuously interact with students and
provide frequent feedback.
• Use frequent questioning as a means to
keep students involved.
• Intentionally address visual, tactile, and
auditory learners.
• Present relatable real world problems from
various viewpoint.
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SEL Competency
Examples Content Specific Activity & Approach to
SEL
✔ Self-Awareness
Self-Management
Social-Awareness
Relationship Skills
Responsible Decision-Making
Example practices that address Self-
Awareness:
• Clearly state classroom rules
• Provide students with specific feedback
regarding academics and behavior
• Offer different ways to demonstrate
understanding
• Create opportunities for students to self-
advocate
• Check for student understanding / feelings
about performance
• Check for emotional wellbeing
• Facilitate understanding of student
strengths and challenges
Teachers provide and review syllabi which
outline and review classroom rules, routines,
and procedures. Consequences for
inappropriate behavior are discussed with
the students. Students are considered
stakeholders in the creation of classroom
rules, routines, and procedures. The teacher
and students design a framework to
maximize student learning time. For
example, teachers provide and review
rubrics for Accountable Talk and dialectical
journals. The students work collaboratively
to develop a classroom environment which
supports self-regulation and a responsibility
for staying on task.
Self-Awareness
✔ Self-Management
Social-Awareness
Relationship Skills
Responsible Decision-Making
Example practices that address Self-
Management:
• Encourage students to take
pride/ownership in work and behavior
• Encourage students to reflect and adapt to
classroom situations
• Assist students with being ready in the
classroom
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SEL Competency
Examples Content Specific Activity & Approach to
SEL
• Assist students with managing their own
emotional states
Self-Awareness
Self-Management
✔ Social-Awareness
Relationship Skills
Responsible Decision-Making
Example practices that address Social-
Awareness:
• Encourage students to reflect on the
perspective of others
• Assign appropriate groups
• Help students to think about social
strengths
• Provide specific feedback on social skills
• Model positive social awareness through
metacognition activities
Self-Awareness
Self-Management
Social-Awareness
✔ Relationship Skills
Responsible Decision-Making
Example practices that address
Relationship Skills:
• Engage families and community members
• Model effective questioning and
responding to students
• Plan for project-based learning
• Assist students with discovering individual
strengths
• Model and promote respecting differences
• Model and promote active listening
• Help students develop communication
skills
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SEL Competency
Examples Content Specific Activity & Approach to
SEL
• Demonstrate value for a diversity of
opinions
Self-Awareness
Self-Management
Social-Awareness
Relationship Skills
✔ Responsible Decision-Making
Example practices that address
Responsible Decision-Making:
• Support collaborative decision making for
academics and behavior
• Foster student-centered discipline
• Assist students in step-by-step conflict
resolution process
• Foster student independence
• Model fair and appropriate decision
making
• Teach good citizenship
Educators play a vital role in guiding the
practice and implementation of student
responsible decision making practices.
Responsible decision making is a process
that students learn. It is important for
teachers to consistently reinforce the
practices, give feedback and allow for
growth.
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Differentiated Instruction
Accommodate Based on Students Individual Needs: Strategies
Time/General
• Extra time for assigned tasks
• Adjust length of assignment
• Timeline with due dates for
reports and projects
• Communication system
between home and school
• Provide lecture notes/outline
Processing
• Extra Response time
• Have students verbalize steps
• Repeat, clarify or reword
directions
• Mini-breaks between tasks
• Provide a warning for
transitions
• Reading partners
Comprehension
• Precise step-by-step
directions
• Short manageable tasks
• Brief and concrete directions
• Provide immediate feedback
• Small group instruction
• Emphasize multi-sensory
learning
Recall
• Teacher-made checklist
• Use visual graphic
organizers
• Reference resources to
promote independence
• Visual and verbal reminders
• Graphic organizers
Assistive Technology
• Computer/whiteboard
• Tape recorder
• Spell-checker
• Audio-taped books
Tests/Quizzes/Grading
• Extended time
• Study guides
• Focused/chunked tests
• Read directions aloud
Behavior/Attention
• Consistent daily structured
routine
• Simple and clear classroom
rules
• Frequent feedback
Organization
• Individual daily planner
• Display a written agenda
• Note-taking assistance
• Color code materials
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Differentiated Instruction
Accommodate Based on Students’ Individual Needs:
● Leveled Text
● Chunking text
● Choice Board
● Cubing
● Socratic Seminar
● Tiered Instruction
● Small group instruction
● Sentence starters/frames
● Writing scaffolds
● Tangible items/pictures (i.e., to facilitate vocabulary acquisition)
● Tiered learning stations
● Tiered questioning
● Data-driven student partnerships
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Enrichment
Accommodate Based on Students Individual Needs: Strategies Adaption of Material and Requirements
● Evaluate Vocabulary
● Elevated Text Complexity
● Additional Projects
● Independent Student Options
● Projects completed individual or with Partners
● Self-Selection of Research
● Tiered/Multilevel Activities
● Learning Centers
● Individual Response Board
● Independent Book Studies
● Open-ended activities
● Community/Subject expert mentorships
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Assessments
● Timelines, Maps, Charts, Graphic Organizers
● Unit Assessments, Chapter Assessments, Quizzes
● DBQ, Essays, Short Answer
● Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share
● Projects, Portfolio, Presentations, Prezi, Gallery Walks
● Homework
● Concept Mapping
● Primary and Secondary Source analysis
● Photo, Video, Political Cartoon, Radio, Song Analysis
● Create an Original Song, Film, or Poem
● Glogster to make Electronic Posters
● Tumblr to create a Blog
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2020 New Jersey Student Learning Standards – Social Studies
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
Civics, Government and Human Rights: Participation and Deliberation
• 6.1.5.CivicsPD.5: Analyze key historical documents to determine the role they played in past and present-day government and
citizenship (i.e., the Mayflower Compact, the Declaration of Independence, the United States Constitution, and the Bill of
Rights).
History, Culture, and Perspectives: Continuity and Change
• 6.1.5.HistoryCC.2: Use a variety of sources to illustrate how the American identity has evolved over time.
Civics, Government and Human Rights: Human and Civil Rights
• 6.1.5.CivicsHR.1: Describe how fundamental rights guaranteed by the United States Constitution and the Bill of Rights contribute to
the improvement of American democracy (i.e., freedom of expression, freedom of religion, the right to vote, and the right to due
process).
Geography, People and the Environment: Spatial Views of the World
• 6.1.5.GeoSV.2: Use maps to explain the impact of location and place on the relationships between places in New Jersey, the United
States and other countries.
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• 6.1.5.GeoSV.5: Use geographic data to examine how the search for natural resources resulted in conflict and cooperation among
European colonists and Native American resulting in changes to conditions.
Geography, People and the Environment: Human Population Patterns ·
• 6.1.5.GeoPP.3: Use geographic models to describe how human movement relates to the location of natural resources and sometimes
results in conflict.
• 6.1.5.GeoPP.5: Describe how the migration and settlement patterns of Native American groups impacted different regions of the
Western Hemisphere.
Economics, Innovation and Technology: National Economy
• 6.1.5.EconNM.1: Explain the ways in which the government pays for the goods and services it provides.
History, Culture, and Perspectives: Continuity and Change
• 6.1.5.HistoryCC.1: Analyze key historical events from the past to explain how they led to the creation of the state of New Jersey
and the United States.
• 6.1.5.HistoryCC.4: Use evidence to document how the interactions among African, European, and Native American groups impacted
their respective cultures.
• 6.1.5.HistoryCC.13: Craft a claim explaining how the development of early government structures impacted the evolution of American
politics and institutions
English Language Arts Standards – Grade 4
Reading: Informational Text
Key Ideas and Details:
RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Craft and Structure:
RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
RI.4.6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the
information provided.
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Integration of Knowledge and Ideas:
RI.4.8: Explain how an author uses reasons and evidence to support particular points in a text.
Writing
Text Types and Purposes:
W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event
sequences.
Research to Build and Present Knowledge:
W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize
information and provide a list of resources.
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Grade 4 Unit 4 Topic: Creation of the American Nation
There will be an in-depth review of the origins of our government
and its laws, specific documents such as the Mayflower Compact,
Declaration of Independence and the Constitution, as well as
coverage of the territorial expansion of the United States and how it
negatively affected groups such as the Native Americans.
ELA Standards: RI.4.2, RI.4.4, RI.4.6, RI.4.8, W.4.1, W.4.2, W.4.3, W.4.7, W.4.8
Student Learning Objectives Essential Questions Sample Activity Resources
Identify major documents and
symbols in New Jersey and
American history.
NJSLS
6.1.4.D.12,
6.1.8.A.3.a, 6.1.8.A.3.c,
6.1.8.A.3.g
RI.4.8, W.4.8, 6.1.4.D.5,
What are the common principals
of the foundational documents of
the Mayflower Compact,
Declaration of Independence, Bill
of Rights and the Constitution?
Where did the influence of the
foundational documents come
from with references to the
Enlightenment Period?
Pretend you’re participating in the
Constitutional Convention. Choose a
side regarding state representation
and document your feelings as the
debate unfolds and ultimately the
Great Compromise is met.
Redesign the New Jersey state seal,
using representative concepts
learned in class.
Mayflower Compact:
http://www.socialstudiesforkids.com/arti
cles/ushistory/mayflowercompact.htm
Declaration of Independence:
https://www.ducksters.com/history/decla
ration_of_independence.php
United States Constitution:
https://www.ducksters.com/history/us_c
onstitution.php
New Jersey State Seal:
https://www.njleg.state.nj.us/kids/seal.as
p
Rev. Dr. Martin Luther King's “I
Have a Dream” Speech:
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https://www.dltk-
kids.com/crafts/mlk_speech.htm
Describe and map the continuing
territorial expansion and
settlement of the frontier during
this period.
NJSLS:
6.1.8.A.4.b, 6.1.8.B.4.a
RI.4.6,
What was the rationale behind
the purchase of the Louisiana
Territory?
What were the implications of the
Lewis and Clark expedition?
What role did the Sacagawea
play in the Lewis and Clark
Expedition?
Map-Making:
Have students a map of the United
States. Then, create an overlay of the
thirteen colonies and the Louisiana
Purchase.
Lewis & Clark Interview:
Design a talk show to interview
Lewis & Clark upon their return
home from the western expedition.
Have students prepare questions and
select two students to act out the
primary roles.
Expedition Journal:
Take on the role as Lewis or Clark.
Write a journal entry describe your
goals, hopes and fears on your
western expedition. Cite specific
things you’ve learning in class
Louisiana Purchase:
http://www.socialstudiesforkids.com/a
rticles/ushistory/louisianapurchase.ht
m
Louisiana Purchase Map:
https://www.varsitytutors.com/earlya
merica/maps/maps/map-louisiana-
purchase-1803/map-louisiana-
purchase-1803
Eight Things You May Not Know
About the Louisiana Purchase:
https://www.history.com/news/8-
things-you-may-not-know-about-the-
louisiana-purchase
Lewis and
Clark Expedition: https://www.archi
ves.gov/education/lessons/lewis-clark
Sacajawea: https://mrnussbaum.com/
sacagawea-biography-lewis-and-clark
California Gold Rush:
https://www.history.com/topics/westw
ard-expansion/gold-rush-of-1849
Marshall, Sutter, and
Sam Brannan:
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https://goldrushofcalifornia.weebly.co
m/49ers.html
Analyze the causes and
consequences of continuing
conflict between Native
American tribes and
colonists (e.g. Tecumseh’s
rebellion).
NJSLS:
6.1.8.B.1.a, 6.1.8.D.1.b,
6.1.8.B.2.b, 6.1.8.B.3.a
RI.4.1, RI.4.2,
W.4.1, W.4.2, W.4.7,
What were the advantages and
disadvantages of the
policy of assimilation of
Native Americans into white
culture?
How did removal and
resettlement of the Native
Americans impact white
settlers?
How is it possible to sustain a
culture under these
circumstances?
Counter-Law:
Have students read excerpts of the
Indian Removal Act. Ask them to
draft a law
countering the effects of the IRA.
Primary Source Analysis:
Read and watch firsthand accounts
and/or secondary sources how
people experienced Native American
removal and relocation.
Mini-Report:
Students write a mini report on a
Native American who resisted or led
a resistance to colonial domination
add/or forced assimilation and
relocation.
Tecumseh’s Rebellion:
https://www.cmich.edu/library/clarke/
ResearchResources/Michigan_Materi
al_Local/Detroit_Pre_statehood_Desc
riptions/A_Brief_History_of_Detroit/P
ages/Tecumseh%27s-Uprising.aspx
Assimilation Through Education –
Indian Boarding Schools:
https://content.lib.washington.edu/aip
nw/marr.html
Indian Removal:
http://www.digitalhistory.uh.edu/activ
e_learning/explorations/indian_remov
al/indian_menu.cfm
Causes and Effects of Indian
Removal:
http://historymatters.gmu.edu/d/7402
Discuss the background
and major issues of the War of
1812 (e.g. sectionalism issues,
role of Native Americans).
NJSLS:
6.1.8.B.3.a, 6.1.8.C.3.a,
6.1.8.D.3.g
RI.4.6, W.4.8,
What are some of the reasons for
the Westward Expansion?
What were some of the conflicts
that arose from Westward
Expansion?
Gallery Walk:
Post images and excerpts of various
accounts of the War of 1812. Have
student
groups react to what they see on a
memo board adjacent to each
primary source.
Timeline:
Create a timeline of the events
surrounding the War Of 1812.
Northwest Territory:
http://socialstudiesforkids.com/articles
/ushistory/northwestterritory.htm
War of 1812 Facts:
https://www.history.com/topics/war-
of-1812
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Trail of Tears Poem:
Students will write a poem from the
first-hand perspective of being a
Native American in the Trail of
Tears.
James Madison:
https://www.ducksters.com/biography
/uspresidents/jamesmadison.php
Rise of American Sectionalism:
https://www.slideshare.net/marinelam
artinez/rise-of-american-sectionalism
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Amistad Curriculum
The NJ Amistad Curriculum was designed to promote a wider implementation of educational awareness programs regarding the African
slave trade, slavery in America, and the many contributions Africans have made to American society. It is our job as educators in Paterson
Public Schools to enact this vision in our classrooms through enriching texts, discussions, and lessons designed to communicate the
challenges and contributions made. Lessons designed are not limited to the following suggested activities, we encourage the infusion of
additional instructional activities and resources that will engage the learners within your classroom.
Topics/People to Study Suggested Activity Resource
George Washington's Famous
Cook: A Slave Called Hercules
A play about George Washington's
Famous Cook: A Slave Called
Hercules
http://www.njamistadcurriculum.net/history/unit/constitution-
continental-congress/content/3538/7086
Mr. Banneker Writes A Letter A Letter from Benjamin Banneker
http://www.njamistadcurriculum.net/history/unit/constitution-
continental-congress/content/4037/7087
Alexander Hamilton, Aaron Burr,
and Manumissions
Early attempts at ending Slavery in
the United States
http://www.njamistadcurriculum.net/history/unit/constitution-
continental-congress/content/4038/7431
The Other Lafayette: James
Armistead Lafayette (Violet:
Another Paul Revere?)
Study the contributions of an African
American Spy in the Revolution
http://www.njamistadcurriculum.net/history/unit/constitution-
continental-congress/content/4038/7342
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Amistad Additional Resources The state of New Jersey has an Amistad Commission Interactive Curriculum for grades K-12. http://www.njamistadcurriculum.net/
All New Jersey educators with a school email address have access to the curriculum free of charge. Registration can be found on the
homepage of the NJ Amistad Curriculum. All Paterson public school Social Studies teachers should create a login and password.
The topics covered in the Amistad curriculum are embedded within our curricula units. The Amistad Commission Interactive
Curriculum units contain the following topics:
1. Social Studies Skill (1600-1800)
2. Indigenous Civilization (1000-1600)
3. Ancient Africa (3000-1492)
4. The Emerging Atlantic World (1200-1700)
5. Establishment Of A New Nation And Independent To Republic
6. The Constitution And Continental Congress (1775-1800)
7. The Evolution Of A New Nation State (1801-1860)
8. The Civil War And Reconstruction (1861-1877)
9. Post Construction And The Origins Of Progressive Era
10. America Confronts The 20th Century And The Emergence Of Modern America (1901-1920)
11. America In The 1920s And 1930s, Cultural, Political, And Intellectual Development, And The New Deal, Industrialization And
Global Conflict (1921-1945)
12. America in the Aftermath of Global Conflict, Domestic and Foreign Challenges, Implications and Consequences in an ERA of
reform. (1946-1970)
13. National and Global Debates, Conflicts, and Developments & America Faces in the 21st Century (1970-Present)
The Amistad Commission Interactive Curriculum contains the following resources for a teachers use that aligns with the topics
covered:
1. Intro
2. Activities
3. Assessments
4. Essentials
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5. Gallery
6. Gallery Tools
7. Griot
8. Library
9. Links
10. Rubrics
All resources on the NJ Amistad Curriculum website are encouraged and approved by the district for use.
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Holocaust Curriculum
In 1994 the legislature voted unanimously in favor of an act requiring education on the Holocaust and genocide in elementary and secondary
education and it subsequently signed into law by Governor Whitman. The law indicates that issues of bias, prejudice and bigotry, including
bullying through the teaching of the Holocaust and genocide, shall be included for all children from K-12th grade. Because this is a law and in
Statute any changes in standards would not impact the requirement of education on this topic in all New Jersey public schools.
Topics/People to Study Suggested Activity Resource
Songs about Acceptance Students will write and present their own songs about
tolerance and acceptance. Students will explain their
themes to the class.
https://www.youtube.com/watch?v=oODXe
m4oRp0
Showcase of Anti-Discrimination Students will create their own artwork to depict the
downfalls of discrimination. While conducting a gallery
walk, students will write post-its of encouragement on
works of art that they like.
https://www.tolerance.org/classroom-
resources/student-tasks/do-
something/artistic-expression-showcase
How Tolerant is Our Class? Students will create survey questions on bias and pose
their questions to classmates. Students will compile their
data and report their results to the class. Students will
create a pictorial representation of their data and analyze
it for trends.
https://www.educationworld.com/a_lesson/0
3/lp294-02.shtml
Words Can Hurt Students imagine they are a new person in a group.
Students will write a short skit in which they insult the
new person and then must brainstorm an apology.
Students will describe how classmates may feel when
they are teased or called hurtful words.
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DBQ’s
Document Based Questions (DBQs) require students to utilize multiple primary and secondary sources that afford them the ability to create
an argumentative response to a prompt. DBQs align with the English Language Arts instruction and require students to utilize material rich
in content, ground their reading and writing using textual evidence and provides students with the opportunity to engage in regular practice
with complex text and engage in high level critical thinking.
A DBQ has been developed for each curricular unit within the grade level and the resources are located on the Paterson Public School
District website. To access the resources, please visit the DBQ/Research tab on the Social Studies page.
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Unit Vocabulary
• amendment
• antifederalist
• Battle of New Orleans
• Bill of Rights
• Articles of Confederation
• cabinet
• democracy
• Era of Good Feeling
• checks and balances
• executive branch
• federal system
• federalist
• forty-niners
• gold rush
• great compromise
• Indian Removal Act
• judicial branch
• Virginia Plan
• wagon train
• War Of 1812
• War Hawks
•
• legislative branch
• Louisiana Purchase
• mountain men
• neutral
• New Jersey Plan
• ordinance
• pioneer
• political party
• preamble
• ratify
• republic
• secretary
• Shays’ Rebellion
• statehood
• Supreme Court
• territories
• Trail of Tears
• veto
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Unit Project (Choose 1)
Unit Project (Suggested) Unit Project (Suggested)
Suggested Project 1:
Write an essay describing what you believe is the most
important right or freedom guaranteed in the Constitution.
Justify your answer.
Suggested Project 2:
If you were charged with the task of creating a
“perfect government”, describe what that would be.
Be as specific as possible.