Florham Park Public Schools Social Studies … Park Public Schools Social Studies Curriculum K ... Unit Essential Questions ... current public policy issues?

2015 Social Studies CurriculumAligned to the 2014 New Jersey Core Curriculum Content Standards

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS

Florham Park Public Schools

Social Studies Curriculum

K – 8

Summer 2015

Updated August 1, 2015Board Approved August 24, 2015

1



Table of Contents

I. Philosophy

II. Preschool

III. Kindergarten

IV. 1st Grade

V. 2 nd Grade

VI. 3rd Grade

VII. 4 th Grade

VIII. 5 th Grade

IX. 6 th Grade

X. 7 th Grade

XI. 8 th Grade

XII. Appendix


2



Table of Contents

Philosophy

The Florham Park School District’s social studies curriculum encourages the students to learn civic principles to

become active members of the global community. For a productive and satisfying life, students must have

meaningful engagement in the complex world around us. Social Studies allow students to explore and analyze

people in connection to their past, their environment, and their societies.

Through the New Jersey Core Curriculum Content Standards, the students will investigate the past and make

connections to current events. Technology can enhance critical thinking, geography skills, effective

communication, and historical understanding. Collaborative, student-centered lessons will promote effective

social interactions and problem solving skills.

Exposure to the diverse cultures in the world helps to promote empathy, self-reflection, and active global

citizens. “Students must feel empowered to make informed and reasoned decisions through their knowledge

and understanding of the diverse and dynamic nature of society and the interaction among cultures, societies,

governments and environments.”

Adapted from

“ISB Social Studies Philosophy Statement” International School of Beijing. All Rights Reserved. © 2011. Web. 21 June 2011.


3



Table of Contents

Classroom and Community OverviewContent Area: Social Studies

Unit Title: Classroom and Community

Target Course/Grade Level: Preschool

Unit Summary Classroom and Community allows the students to learn basic classroom rules, which facilitates positive social interactions with fellow students and teachers. The students will also learn important people within the community.

Primary interdisciplinary connections:If you use themes for integrating the curriculum, you can use classroom and community as the theme for a unit. Throughout the focus areas you will find opportunities for students to read and write in the content area, to solve math problems, to discuss applications of social studies to our society, and to take on special projects. Some of these opportunities are woven into the focus areas directly, and some are described as interdisciplinary connections.

21st century themes:

LEARNING AND INNOVATION SKILLS CREATIVITY AND INNOVATION CRITICAL THINKING AND PROBLEM SOLVING COMMUNICATION AND COLLABORATION

INFORMATION, MEDIA AND TECHNOLOGY SKILLS INFORMATION LITERACY

LIFE AND CAREER SKILLS FLEXIBILITY AND ADAPTABILITY INITIATIVE AND SELF-DIRECTION SOCIAL AND CROSS-CULTURAL SKILLS PRODUCTIVITY AND ACCOUNTABILITY LEADERSHIP AND RESPONSIBILITY

(For more information on the 21st Century Skills and Themes, go to http;//www.21stcenturyskills.org/route21/index.php?option=com_content&view=article&id=6&Itemid=3and download the P21 Framework Definitions Document.)

Unit RationaleStudents need to learn the structures of the classroom and community, in order to be a productive member. By learning cultures within the classroom and community, students will gain respect for all members of the community.

Learning TargetsStandards


4



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.Content StatementsA. Civics, Government, and Human RightsCitizenship begins with becoming a contributing member of the classroom community.B. Geography, People, and the EnvironmentEveryone is part of a larger neighborhood and community.

D. History, Culture, and PerspectivesIndividuals and families have unique characteristics.There are many different cultures within the classroom and community.

CPI # Cumulative Progress Indicator (CPI)6.1.P.A.1 Demonstrate an understanding of rules by following most classroom routines. 6.1.P.A.2 Demonstrate responsibility by initiating simple classroom tasks and jobs. 6.1.P.A.3 Demonstrate appropriate behavior when collaborating with others. 6.1.P.B.1 Develop an awareness of the physical features of the neighborhood/community. 6.1.P.B.2 Identify, discuss, and role-play the duties of a range of community workers. 6.1.P.D.1 Describe characteristics of oneself, one’s family, and others.6.1.P.D.2 Demonstrate an understanding of family roles and traditions. 6.1.P.D.3 Express individuality and cultural diversity (e.g., through dramatic play). 6.1.P.D.4 Learn about and respect other cultures within the classroom and community. Unit Essential Questions� In what ways are many people the

same/different? � What makes a group special? � Why is it important to learn about people

from other groups? � Why do we have rules? � What happens when we follow/break

rules? � Why should people work together?� How do citizens, civic ideals, and

government institutions interact to balance the needs of individuals and the common good?

� How have economic, political, and cultural decisions promoted or prevented the growth of personal freedom, individual responsibility, equality, and respect for human dignity?

Unit Enduring Understandings� Rules are meant to keep order.� If you break rules, then there will be

consequences.� When everyone works together, the group

benefits.� Everyone deserves to be treated equally.


5



� How do physical geography, human geography, and the human environment interact to influence or determine the development of cultures, societies, and nations?

� How do our interpretations of past events inform our understanding of cause and effect, and continuity and change, and how do they influence our beliefs and decisions about current public policy issues?

� How can the study of multiple perspectives, beliefs systems, and cultures provide a context for understanding and challenging public actions and decisions in a diverse and interdependent world?

Unit Learning TargetsStudents will ...� Demonstrate an understanding of rules by following most classroom routines.

� Demonstrate responsibility by initiating simple classroom tasks and jobs.

� Demonstrate appropriate behavior when collaborating with others.

� Develop an awareness of the physical features of the neighborhood/community.

� Identify, discuss, and role-play the duties of a range of community workers.

� Describe characteristics of oneself, one’s family, and others.

� Demonstrate an understanding of family roles and traditions.

� Express individuality and cultural diversity (e.g., through dramatic play).

� Learn about and respect other cultures within the classroom and community.

Evidence of LearningSummative AssessmentSummative Assessments should provide overall evidence about student learning. How well have the students learned the content knowledge in the unit? What aspects have been internalized? Can students support explanations with knowledge and evidence they acquired during the unit?

Assessments could include concluding projects, summative tests, debates, and demonstrations that verify the knowledge and skills learned. A portfolio should be kept to show how the students’ skills have developed over a period of time.

Equipment needed:

Teacher Resources:


6



Community Helpers Theme http://www.everythingpreschool.com/themes/helpers/index.htm Dora’s Clean Room Activity Pack http://www.nickjr.com/printables/dora-clean-activity-pack.jhtml Teaching Social Studies in Preschool http://patricia_f.tripod.com/ssmotor.html Songs for Teaching http://www.songsforteaching.com/everyday/everydayroutines.htm

Formative Assessments

� Teacher observation� Student activities� Journal entries

� Performance assessments� Open-ended questions� Oral presentations

Curriculum Development ResourcesClick the links below to access additional resources used to design this unit:http://blog.richmond.edu/openwidelookinside/archives/3188


7

http://blog.richmond.edu/openwidelookinside/archives/3188

http://www.songsforteaching.com/everyday/everydayroutines.htm

http://www.nickjr.com/printables/dora-clean-activity-pack.jhtml

http://www.everythingpreschool.com/themes/helpers/index.htm



LESSON REFLECTION Reflect on the lesson you have developed and rate the degree to which the lesson Strongly, Moderately or Weakly meets the criteria below.Lesson Activities: Strongly Moderately Weakly

Are challenging and require higher order thinking and problem solving skills

Allow for student choice

Provide scaffolding for acquiring targeted knowledge/skills

Integrate global perspectives

Integrate 21st century skills

Provide opportunities for interdisciplinary connection and transfer of knowledge and skills

Foster student use of technology as a tool to develop critical thinking, creativity and innovation skills

Are varied to address different student learning styles and preferences

Are differentiated based on student needs

Are student-centered with teacher acting as a facilitator and co-learner during the teaching and learning process

Provide means for students to demonstrate knowledge and skills and progress in meeting learning goals and objectives

Provide opportunities for student reflection and self-assessment

Provide data to inform and adjust instruction to better meet the varying needs of learners


8



Table of Contents


Course Title: Social Studies Grade Level: Kindergarten

Geographic Goals Pacing Guide – Click Here

NJDOE Holocaust Commission 9/11 Approved Activities

Pacing Guide – Click Here

Citizenship Pacing Guide – Click Here

Communities Pacing Guide – Click Here

Goods and Services Pacing Guide – Click Here

Concept of Time, Holidays, and Our Country



9



Kindergarten’s Geographic Goals

Location Identify and use directional terms

Identify and use terms that express relative size/shape

Identify and use symbols to represent real things

Place Identify a map as a picture of a location

Recite address and phone number

Recite name of school and town

Relationship within places

Identify the 4 seasons and their characteristics

Movement Describe methods people use to travel to places to meet their needs

Regions Describe similarities and differences among people

Distinguish between land and water on a map


10



Unit Overview Content Area: Social Studies

Unit Title: Citizenship

Target Course/Grade Level: Kindergarten

Unit Summary In this unit students will learn that good citizenship involves showing responsibility, fairness, and respect. The students will also learn how some of our leaders exemplified good citizenship.

Primary interdisciplinary connections:Character Education/Health, Language Arts, Math, Art






Unit RationaleThis unit seeks to explain the concepts and significance of past events and how they evolved and affected present times.

Learning TargetsStandards6.1 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.


11



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.

21st-Century Life & Career Skills 9.2 Career Awareness, Exploration, and PreparationThis standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about postsecondary and career options, career planning, and career requirements.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. CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP12. Work productively in teams while using cultural global competence.

Content StatementsCitizenship begins with becoming a contributing member of the classroom community.

Develop strategies to reach consensus and resolve conflict.

Historical symbols and the ideas and events they represent play a role in understanding and evaluating our history.

Demonstrate understanding of the need for fairness and take appropriate action against unfairness.

The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time.

Brainstorming activities enhance creative and innovative thinking in individual and group goal setting and problem solving.

Effective communication skills convey intended meaning to others and assist in preventing misunderstandings.

Ethical behaviors support human rights and dignity in all aspects of life.

CPI # Cumulative Progress Indicator (CPI)6.1.P.A.1 Demonstrate an understanding of rules by following most classroom routines.


12



6.1.P.A.2 Demonstrate responsibility by initiating simple classroom tasks and jobs.

6.1.P.A.3 Demonstrate appropriate behavior when collaborating with others.

6.1.4.D.17 Explain the role of historical symbols, monuments, and holidays and how they affect the American identity.

6.3.4.A.1 Determine what makes a good rule or law and apply this understanding to rules and laws in your school or community (e.g., bike helmet, recycling).

9.1.4.A.5 Apply critical thinking and problem-solving skills in classroom and family settings.

9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.

9.1.4.D.2 Express needs, wants, and feelings appropriately in various situations.

9.1.4.F.3 Explain the importance of understanding and following rules in family, classroom, and community settings.

Unit Essential Questions� What is a citizen?� What is citizenship� How can one be a good citizen?� Why does classroom need rules� Why should people be treated fairly?� How do citizens, civic ideals, and





�

Unit Enduring Understandings� George Washington and Abraham Lincoln

are famous American presidents due to their contributions to the U.S.A.

� Showing responsibility, fairness, and respect demonstrates good citizenship.

Unit Learning TargetsStudents will ...- Begin to understand the nature of rules (e.g. family, classroom, traffic), personal responsibility


13



and cooperation. Officer Buckle and Gloria –Peggy RathmanWhen Kangaroo Goes to School – Sonja Levitin

- Begin to understand the responsibilities of citizenship: sharing, taking turns, honesty and kindness.We Share Everything – Robert MunschRainbow Fish – Marcus PfisterThe Giving Tree – Shel Silverstein

- Begin to understand varying viewpoints of people at turning points in history (e.g. George Washington, Harriet Tubman, Abraham Lincoln).A Picture Book of Abraham Lincoln – David Adler A Picture Book of George Washington – David Adler

Evidence of LearningSummative Assessment

Summative Assessments should provide overall evidence about student learning. How well have the students learned the content knowledge in the unit? What aspects have been internalized? Can students support explanations with knowledge and evidence they acquired during the unit?


Teacher Resources:Officer Buckle and Gloria –Peggy RathmanWhen Kangaroo Goes to School – Sonja Levitin

We Share Everything – Robert MunschRainbow Fish – Marcus PfisterThe Giving Tree – Shel Silverstein

A Picture Book of Abraham Lincoln – David Adler A Picture Book of George Washington – David Adler


14




Unit Title: Communities


Unit Summary This unit identifies different types of communities, community helpers, and tools used by community helpers.

Primary interdisciplinary connections:Character Education/Health, Language Arts, Math






Unit RationaleStudent will recognize the different types of communities and develop an understanding of various roles within a community.


6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active,


15



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.

21st-Century Life & Career Skills 9.1 Personal Financial Literacy This standard outlines the important fiscal knowledge, habits, and skills that must be mastered in order for students to make informed decisions about personal finance. Financial literacy is an integral component of a student's college and career readiness, enabling students to achieve fulfilling, financially-secure, and successful careers.9.2 Career Awareness, Exploration, and PreparationThis standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about postsecondary and career options, career planning, and career requirements.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. CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP4. Communicate clearly and effectively and with reason. CRP6. Demonstrate creativity and innovation. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP12. Work productively in teams while using cultural global competence.

Content StatementsCitizenship begins with becoming a contributing member of the classroom community.

Everyone is part of a larger neighborhood and community.

There are many different cultures within the classroom and community.

People make decisions based on their needs, wants, and the availability of resources.




Communication with people from different cultural backgrounds is enhanced by the understanding of


16



different cultural perspectives.

The nature of the 21st-century workplace has shifted, demanding greater individual accountability, productivity, and collaboration.


Educational achievement, career choice, and entrepreneurial skills all play a role in achieving a desired lifestyle.

CPI # Cumulative Progress Indicator (CPI)6.1.P.A.1 Demonstrate an understanding of rules by following most classroom routines.

6.1.P.A.2 Demonstrate responsibility by initiating simple classroom tasks and jobs.

6.1.P.A.3 Demonstrate appropriate behavior when collaborating with others.

6.1.P.B.1 Develop an awareness of the physical features of the neighborhood/community.

6.1.P.B.2 Identify, discuss, and role-play the duties of a range of community workers.

6.1.P.D.3 Express individuality and cultural diversity (e.g., through dramatic play).

6.1.P.D.4 Learn about and respect other cultures within the classroom and community.

6.1.4.C.2 Distinguish between needs and wants and explain how scarcity and choice influence decisions made by individuals, communities, and nations.





9.1.4.D.3 Demonstrate an awareness of one’s own culture and other cultures during interactions within and outside of the classroom.

9.1.4.F.1 Explain the meaning of productivity and accountability, and describe situations in which productivity and accountability are important in the home, school, and community.


9.2.4.A.1 Explain the difference between a career and a job, and identify various jobs in the community and the related earnings.

Unit Essential Questions� How and why are communities important?� How do people help in our community?� Why do we need community helpers?� What makes a good school community?� How do citizens, civic ideals, and


Unit Enduring Understandings� A community is a place where people

interact with one another in many ways and depend on one another.

� There are different kinds of communities (Family, school, neighborhood)

� There are many needs to a community and many individuals contribute in some way to meet those needs.

� The members of a school community work


17








together to promote learning.� Identify various social groups.� A map is used to locate places.

Unit Learning TargetsStudents will ...- Begin to help children understand his/her responsibilities as a member of a family, classroom and community.Tar Beach – Faith Ringold A Chair for My Mother – Vera B. Williams Fly Away Home – Eve Bunting

- Develop interpersonal skills such as seeing others’ points of view, accepting responsibility, and dealing with conflict.Lily’s Purple Plastic Purse – Kevin HenkesChester’s Way – Kevin HenkesChrysanthemum – Kevin Henkes

- Begin to understand change over time: community, family, Native Americans, Pioneers, and Colonists. The Very First Americans – Cara AshroseIf You Lived in Colonial Times – Ann McGovern

- Understand how to make a friend, cooperate with a friend, and use words to resolve conflict. Big Pumpkin – Erica Silverman Chester’s Way – Kevin Henkes


18



- Begin to understand characteristics, differences and similarities between self and others.Why Am I Different? – Norma SimonThe Family Book – Todd Parr

- Describe members and roles of his/her family. The Kissing Hand – Audrey PennWho’s in a Family – Robert Skutch

- Identify occupations of each family member.Grandpa’s Corner Store – DyAnne DiSalvo-Ryan

- Identify occupations of local community workers (e.g. medical, fire, police, postal workers, shop and storekeepers.Community Helpers from A-Z – Bobbie KalmanJobs Around My Neighborhood – Gladys Rosa Mendoza

- Begin to understand how people help and hurt the environment.The Lorax – Dr. SeussThe Great Kapok Tree – Lynne CherryCity Green – DyAnne DiSalvo-Ryan

Evidence of LearningSummative AssessmentStudents will create a self-portrait of themselves in a chosen occupation showing clothing and toolstypically used and write /dictate a sentence to explain.



Teacher Resources:Tar Beach – Faith Ringold A Chair for My Mother – Vera B. Williams Fly Away Home – Eve Bunting

Lily’s Purple Plastic Purse – Kevin HenkesChester’s Way – Kevin HenkesChrysanthemum – Kevin Henkes

Big Pumpkin – Erica Silverman Chester’s Way – Kevin Henkes

Why Am I Different? – Norma Simon


19



The Family Book – Todd Parr

The Kissing Hand – Audrey PennWho’s in a Family – Robert Skutch

Grandpa’s Corner Store – DyAnne DiSalvo-Ryan

Community Helpers from A-Z – Bobbie KalmanJobs Around My Neighborhood – Gladys Rosa Mendoza

The Lorax – Dr. SeussThe Great Kapok Tree – Lynne CherryCity Green – DyAnne DiSalvo-Ryan


20




Unit Title: Goods and Services


Unit Summary The unit will offer the students and understanding of the necessity for farms and factories and how they fill our basic needs.

Primary interdisciplinary connections: Language Arts, Science






Unit RationaleStudents need to have an understanding of the process of meeting our basic needs.


21st-Century Life & Career Skills 9.1 Personal Financial Literacy This standard outlines the important fiscal knowledge, habits, and skills that must be mastered in order for students to make informed decisions about personal finance. Financial literacy is an integral component of


21



a student's college and career readiness, enabling students to achieve fulfilling, financially-secure, and successful careers.9.2 Career Awareness, Exploration, and PreparationThis standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about postsecondary and career options, career planning, and career requirements.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. CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP11. Use technology to enhance productivity.CRP12. Work productively in teams while using cultural global competence.

Content StatementsPeople make decisions based on their needs, wants, and the availability of resources.

Economics is a driving force for the occurrence of various events and phenomena in societies.

Understanding of financial instruments and outcomes assists citizens in making sound decisions about money, savings, spending, and investment.

Creativity and innovation have led to improvements in lifestyle, access to information, and the creation of new products.

Brainstorming activities enhance creative and innovative thinking in individual and group goal setting and problem solving.CPI # Cumulative Progress Indicator (CPI)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.2 Distinguish between needs and wants and explain how scarcity and choice influence

decisions made by individuals, communities, and nations.6.1.4.C.5 Explain the role of specialization in the production and exchange of goods and services.

6.1.4.C.10 Explain the role of money, savings, debt, and investment in individuals’ lives.

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.


22




Unit Essential Questions� Which is more important to a community,

the farm or factory? Why?� Are farms dependent upon factories? Are

factories dependent on farms? Why? How?� What goods and services does your family

buy?� How can individuals, groups, and

societies apply economic reasoning to make difficult choices about scarce resources? What are the possible consequences of these decisions for individuals, groups, and societies?

� How have scientific and technological developments over the course of history changed the way people live and economies and governments function?

�

Unit Enduring Understandings� Communities need both farm and factory

goods in order to survive.� Farms are located in the country and

factories are located in or near a city due to the way they operate and due to their purpose.

� Individuals need basic goods and services for everyday life.

Unit Learning TargetsStudents will ...� Demonstrate how people exchange money from place to place.� Identify the types of transportation used to move goods and people by comparing and contrasting

transportation on land, water, and air.� Identify the purpose of various farm animals.� Name things that come from a farm.� Name things that come from a factory.� Compare and contract farm goods with factory goods.� Identify machines used on farms and in factories.

Evidence of LearningSummative AssessmentFarm Product Collage



Teacher Resources:


23



http://www.youtube.com/watch?v=wIJNoM_eCec The Milk Makers Video by Gail Gibbins

http://teachersites.schoolworld.com/webpages/KGwinn/index.cfm?subpage=319245 Farming websitesMoney Instructorhttp://www.moneyinstructor.com/

Transportation Websiteshttp://www.educationworld.com/a_sites/sites041.shtml


24

http://www.educationworld.com/a_sites/sites041.shtml

http://www.moneyinstructor.com/

http://teachersites.schoolworld.com/webpages/KGwinn/index.cfm?subpage=319245

http://www.youtube.com/watch?v=wIJNoM_eCec




Unit Title: Concept of Time, Holidays, and Our Country


Unit Summary In this unit the students will gain an understanding of relative time concepts. The students will learn about various holidays and cultural traditions that people celebrate in our country and learn to accept and respect diversity.

Primary interdisciplinary connections:Character Education, Language Arts, Math






Unit RationaleThis unit seeks to provide an understanding and appreciation for customs celebrated in America and gain respect for our heritage.



25



21st-Century Life & Career Skills 9.2 Career Awareness, Exploration, and PreparationThis standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about postsecondary and career options, career planning, and career requirements.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. CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP11. Use technology to enhance productivity.CRP12. Work productively in teams while using cultural global competence.

Content StatementsThe examination of individual experiences, historical narratives, and events promotes an understanding of individual and community responses to the violation of fundamental rights.

Immigrants come to New Jersey and the United States for various reasons and have a major impact on the state and the nation.

Key historical events, documents, and individuals led to the development of our nation.

Personal, family, and community history is a source of information for individuals about the people and places around them.

The study of American folklore and popular historical figures enables Americans with diverse cultural backgrounds to feel connected to a national heritage.

Cultures include traditions, popular beliefs, and commonly held values, ideas, and assumptions that are generally accepted by a particular group of people.

American culture, based on specific traditions and values, has been influenced by the behaviors of different cultural groups living in the United States.

The cultures with which an individual or group identifies change and evolve in response to interactions with other groups and/or in response to needs or concerns.


26



People view and interpret events differently because of the times in which they live, the experiences they have had, the perspectives held by their cultures, and their individual points of view.



CPI # Cumulative Progress Indicator (CPI)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.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.4 Explain how key events led to the creation of the United States and the state of New Jersey.

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.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.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.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.


9.1.4.F.2 Establish and follow performance goals to guide progress in assigned areas of responsibility and accountability during classroom projects and extra-curricular activities.

Unit Essential Questions� What does it mean to be thankful?� Why do we celebrate Thanksgiving,

Columbus Day?� How did Martin Luther King contribute to

our country?� What are symbols of America?� How do citizens, civic ideals, and


Unit Enduring Understandings� Holidays help us remember the past.� Life in America has changed over time.� The purpose of the first Thanksgiving and

why it is still celebrated today.� The people who were involved in the first

Thanksgiving.� The similarities and differences between a

Pilgrim and Native American community.


27






�Unit Learning TargetsStudents will ...- Identifies patriotic symbols and activities such as the flag, the Pledge of Allegiance and “the Stars Spangled Banner.”Red, White, and Blue – John HermanA Flag of Our Country – Eve SpencerBy the Dawn’s Early Light – Steven KrollF is for Flag – Wendy Chevette LewisonPledge of Allegiance – Scholastic

- Expose children by viewing displaying photos, prints, posters that depict the founding of the American democratic society (e.g. George Washington crossing the Delaware).A Picture Book of George Washington – David Adler

- Read pertinent pieces of literature that addresses the principle of Democracy (e.g. Landing of the Pilgrim Fathers, Pocahontas, Molly Pitcher, Grandmother’s Story of Bunker Hill Battle, Paul Revere’s Ride, Barbara Frietchie, Kentucky Belle). A Picture Book of Paul Revere – David Adler

- Encourage the philosophy of democracy (e.g. cooperative learning groups class votes, discuss and make class rules).America Votes: How Our President is Elected –Linda GarfieldD is for Democracy – Elissa GrodinDuck for President – Doreen Cronin

- Begin to understand how events occurred in important historical periods: Paul Revere’s ride, Johnny Appleseed, and Booker T. Washington.Johnny Appleseed – Rosemary Benet, Stephen Vincent Benet

- Use maps to locate New Jersey, New Jersey’s place in the United States and the United States place in the world. Discuss how New Jersey got its name.


28



Me on the Map – Joan SweeneyThere’s A Map on My Lap: All About Maps – Tish RabeWhere Do I Live? – Neil Chesanow

- Begin to describe the different customs, food and clothing of people from different cultures.Hello Amigos – Tricia BrownShades of Black: A Celebration of Our Children – Sandra PinkneyApple Pie 4th of July – Janet S. Wong


� Display objects from different places.� Hold an international festival day.



Teacher Resources:Websites for Holidays http://www.apples4theteacher.com/holidays/


29

http://www.apples4theteacher.com/holidays/



Table of Contents


Course Title: Social Studies Grade Level: 1st Grade




Geography Pacing Guide – Click Here

Family Pacing Guide – Click Here

Citizenship Pacing Guide – Click Here

Economics Pacing Guide – Click Here

History Pacing Guide – Click Here


30



1st Grade’s Geographic Goals

Location Follow and give simple directions of location

Name state and nation

Identify map symbols and use a map key to locate places on a map

Place Locate the U.S. on a world map


Describe how seasons affect people in students’ neighborhoods

Movement Describe methods people use to travel in and out of their neighborhoods to meet their needs

Regions Describe similarities and differences among people and their neighborhoods

Describe components of students’ neighborhoods


31




Unit Title: Geography

Target Course/Grade Level: 1 st Grade

Unit Summary In this unit, students will learn to read basic maps. They will discover that people live in different kinds of homes and neighborhoods. Then, they will discover the relationship between homes, neighborhoods, communities, state, countries, and Earth. Finally, they will realize that they are a part in a large community.

Primary interdisciplinary connections:Language Arts:

� Write a description of Florham Park.� Design a travel brochure highlighting the community.� Graphic organizers.� Create and present a weather report.

Math: � Measuring distances on a map. � Graph natural resources according to region.

Science:� Create a poster encouraging people to prevent pollution and recycle.� Design an invention made out of recycled products.





(For more information on the 21st Century Skills and Themes, go to http;//www.21stcenturyskills.org/route21/index.php?option=com_content&view=article&id=6&Itemid=3


32



and download the P21 Framework Definitions Document.)

Unit RationaleThis unit will give students exposure to map skills that will allow students to view their environment in a broader sense.


Content StatementsPlaces are jointly characterized by their physical and human properties.

The physical environment can both accommodate and be endangered by human activities.

Patterns of settlement across Earth’s surface differ markedly from region to region, place to place, and time to time.

Advancements in science and technology can have unintended consequences that impact individuals and/or societies.

Urban areas, worldwide, share common physical characteristics, but may also have cultural differences.

CPI # Cumulative Progress Indicator (CPI)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.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.

Unit Essential Questions� Why are maps important?� How does where you live affect who you

are?� What are some important natural resources

that we need?

Unit Enduring Understandings� Maps allow us to find locations in the world.� Discover how symbols are used to represent

things on maps and how to use a map key.� All people share the planet and have

responsibility toward it.


33




�Unit Learning TargetsStudents will ...

1. Identify characteristics of different types of communities.

2. Locate places using maps.

3. Define continents and oceans and distinguish between them on maps and globes.

4. Describe physical features of landforms.

5. Identify and describe the various types of weather.

6. Identify natural resources and recognize their importance.

7. Recognize the relevancy of preventing pollution and conserving resources.

Evidence of LearningAssessments

� View a photo of an urban or rural area and list similarities and differences between that area to Florham Park.

� Color specified places on a map. � Address an envelope.� Match pictures of landforms to their names.� Describe the characteristics of each type of weather.� Match natural resources to their purpose. � Write a letter to a friend explaining ways to keep the environment clean.



Teacher Resources:Environmental Kids Club http://www.epa.gov/kids/

Geography websites http://www.spartacus.schoolnet.co.uk/REVgeography.htm


34

http://www.spartacus.schoolnet.co.uk/REVgeography.htm

http://www.epa.gov/kids/



My World Adventures in Time and Place Macmillan/McGraw-Hill

Suggested Literature:

City Dog by Karla Kuskin.

Our Earth by Anne Rockwell

A Bird’s Eye View by Scholastic

My Map Book by Sara Farelli

Common Ground: The Water, Earth, and Air We Share by Molly Bang

Cloudy With a Chance of Meatballs by Judi Barrett, Ron Barrett

The Lorax by Dr. Seuss

Dear Children of the Earth

The Wartville Wizard by Don Madden


35




Unit Title: Family


Unit Summary This unit allows the students to reflect on their own family and then learn about families in other cultures. Students will be given a chance to compare and contrast the different cultures.


� Compose descriptions of family roles.� Use puppets to act out how family members should treat each other. � Graphic organizers.

Math:� Graphing the holidays the students celebrate.� Calculating distances on a map using the map key.

Science:� Identify the materials used to build different types of shelters.






Unit RationaleThis unit allows the students to learn about their own family. The students will also learn that children


36



around the world are similar in many ways even though they may look different.



Content StatementsRules and laws are developed to protect people’s rights and the security and welfare of society.

The world is comprised of nations that are similar to and different from the United States.

In an interconnected world, it important to consider different cultural perspectives before proposing solutions to local, state, national, and global challenges.

In an interconnected world, increased collaboration is needed by individuals, groups, and nations to solve global problems.

Cultures include traditions, popular beliefs, and commonly held values, ideas, and assumptions that are generally accepted by a particular group of people.

Prejudice and discrimination can be obstacles to understanding other cultures.


37




Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency.



CPI # Cumulative Progress Indicator (CPI)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.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.6.1.4.D.13 Describe how culture is expressed through and influenced by the behavior of people.

6.1.4.D.16 Describe how stereotyping and prejudice can lead to conflict, using examples from the past and present.


9.1.4.A.5 The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time.

9.1.4.C.1 Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during play).



Unit Essential Questions� What are the basic human needs of a

family?� In what ways are families different and

similar to other families?� Why are rules and laws so important?� How do citizens, civic ideals, and


� How have economic, political, and cultural decisions promoted or prevented the

Unit Enduring Understandings� Families may look or seem different, but all

families have the same basic human needs.� Families care for and help each other.� Rules and laws are meant for people to be

safe and have order.


38



growth of personal freedom, individual responsibility, equality, and respect for human dignity?




1. Identify how families meet basic human needs.

2. Identify ways that families celebrate special occasions.

3. Describe the importance of shelter and the different types of homes.

4. Identify how to find the town, state, and country they live in using a map.

5. Determine cause and effect relationships between following rules and not following rules in the home, community and school.

6. Compare and contrast the transportation of long ago to methods of transportation used in the present.


� Draw a family portrait and write or discuss the role of each family member and how they help each other.

� Create a family tree.� Draw and label different kinds of homes.� Locate town, state, and country on a map.� T-chart identifying cause and effect relationships.� Venn Diagram comparing past and present day transportation.




39



Teacher Resources:My World Adventures in Time and Place Macmillan/McGraw-Hill



Learning From Our Mothers by Leya Roberts

Who’s Who in My Family? By Loreen Leedy

My Little Brother by Debi Gliori

Houses and Homes by Ann Morris

Celebrate Holidays Around the World by Laurie Razakis

Where Did Your Family Come From? by Melvin Berger

Where Do I Live? by Neil Chesanow

The Family Book by Todd Parr


40





Unit Title: Citizenship


Unit Summary In this unit, students will discover the importance of rules in the school and community. Through the investigations, they will find out what it means to be a good citizen. Finally, the children will learn about the responsibilities of citizens.


� Write a list of classroom rules.� Write a story where the character follows rules.� Create a speech running for a simulated elected position.

Science:� Endangered species (bald eagle).� Describe how a good citizen helps our environment.






Unit RationaleIt is essential that students learn the logic of rules and their importance. By outlining the basic rights of


41



citizens, students can learn how to be a good citizen.





The United States Constitution and Bill of Rights guarantee certain fundamental rights for citizens.

In a representative democracy, individuals elect representatives to act on the behalf of the people.

The examination of individual experiences, historical narratives, and events promotes an understanding of individual and community responses to the violation of fundamental rights.

The United States democratic system requires active participation of its citizens.


42









the rights of people, help resolve conflicts, and promote the common good. 6.1.4.A.2 Explain how fundamental rights guaranteed by the United States Constitution and the Bill

of Rights (i.e., freedom of expression, freedom of religion, the right to vote, and the right to due process) contribute to the continuation and improvement of American democracy.

6.1.4.A.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.9 Compare and contrast responses of individuals and groups, past and present, to violations of fundamental 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.14 Describe how the world is divided into many nations that have their own governments, languages, customs, and laws.


6.3.4.D.1 Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions.




Unit Essential Questions� What does it mean to be a good citizen?� What are some responsibilities of U.S.

citizens?

Unit Enduring Understandings� Good citizens abide by the law and help

others in their community.� Americans have the right to vote for people


43



� How do Americans honor their country?� Why is it important to vote?� How do citizens, civic ideals, and





�

to represent them. (Mayor, Governor, President)� Voting gives you a say in how the country is

run.

Unit Learning TargetsStudents will ...

1. Describe why rules are important in school and/or a community.

2. Define citizenship and identify the qualities of a good citizen.

3. Explain the voting process and why it is important to be able to vote.

4. Identify national symbols and their meanings.


� Determine which rules are important.� Create a list of rules for the school or community to follow.� Establish criteria for a good citizen.� Mock-election (favorite food, candy, color, etc. of students)� Create a flipbook of symbols and write their significance/meaning.


Assessments could include concluding projects, summative tests, debates, and demonstrations that verify the knowledge and skills learned. A portfolio should be kept to show how the students’ skills have


44



developed over a period of time.

Teacher Resources:

My World Adventures in Time and Place Macmillan/McGraw-Hill

Citizenship Websiteshttp://www.educationworld.com/a_sites/sites057.shtml


When Kangaroo Goes to School by Sonia Levitin

If I Were President by Catherine Stier

The First Book of Elections by Edmund Lindop

Uncle Sam & Old Glory: Symbols of America by Delano C. West


45





Unit Title: Economics


Unit Summary This unit will progress in a logical order. In order to gain your needs and wants, people need to get jobs. Those jobs allow goods to be made, grown and sold. With the money from the job and saved money, people can buy what they need and want.

Primary interdisciplinary connections:Language Arts;

� Design a flipbook of community helpers and compose descriptions of the roles of each worker. � Write a paragraph about individual needs and wants.

Math:� Calculate the prices of various goods. � Create a shopping list and calculate prices for goods and stay within a budget.

Science:� Growing plants.� Farming techniques.� Materials used to make goods.







46



Unit RationaleThis unit explores the basic needs and wants of people and how they can obtain them. This will allow the child to begin to prioritize what they can and can’t get.



21st-Century Life & Career Skills 9.1 Personal Financial Literacy This standard outlines the important fiscal knowledge, habits, and skills that must be mastered in order for students to make informed decisions about personal finance. Financial literacy is an integral component of a student's college and career readiness, enabling students to achieve fulfilling, financially-secure, and successful careers.9.2 Career Awareness, Exploration, and PreparationThis standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about postsecondary and career options, career planning, and career requirements.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. CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP11. Use technology to enhance productivity.CRP12. Work productively in teams while using cultural global competence.



47




Availability of resources affects economic outcomes.




Income often comes from different sources, including alternative sources.

Income affects spending decisions and lifestyle.

Money management is reliant on developing and maintaining personal budgets.

CPI # Cumulative Progress Indicator (CPI)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.9 Compare and contrast how the availability of resources affects people across the world differently.


6.1.4.C.16 Explain how creativity and innovation resulted in scientific achievement and inventions in many cultures during different historical periods.

6.3.4.C.1 Develop and implement a group initiative that addresses an economic issue impacting children.


9.2.4.A.2 Identify potential sources of income and their limitations.

9.2.4.A.3 Explain how income affects spending and take-home pay.

9.2.4.B.3 Explain what a budget is and why it is important.

9.2.4.B.4 Identify common household expense categories and sources of income.

9.2.4.B.5 Identify ways to earn and save.

Unit Essential Questions� What are different job that people have in

your community?� What are the ways that families can save

money?� How does the food in the grocery store get

there?� How can individuals, groups, and societies

Unit Enduring Understandings� Families use money in many ways.� Families can save money in several different

ways.� Jobs in the community allow the towns to

grow.


48



apply economic reasoning to make difficult choices about scarce resources? What are the possible consequences of these decisions for individuals, groups, and societies?



1. Define needs and wants.

2. List jobs that people have in a community.

3. Describe how goods are made or grown.

4. Describe the difference between goods and services.

5. Compare and contrast how today’s technology is different from jobs performed in the past.

6. Recognize the relevancy of how inventors changed the way people work and live.


� Sort pictures into the two categories of needs and wants.� Describe the roles and significance of community helpers.� Categorize pictures according to whether they are made or grown.




Suggested Website:Farm Animal webquesthttp://www.yesnet.yk.ca/schools/wes/webquests_themes/farm_animals_webquest/farm_animals_webquest.html

Money Instructor


49

http://www.yesnet.yk.ca/schools/wes/webquests_themes/farm_animals_webquest/farm_animals_webquest.html





What Do We Do? by Naomi Shira

At the Store by Judy Spevack

Fall is Fun by Ron Archer

The Terrible Thing that Happened at Our House by Marge Blair

A Mother Goes to Work


50





Unit Title: History


Unit Summary In this unit, children will have the opportunity to learn about the Native Americans and the cultures of the different groups. Then they will find out about the early interactions between the early European explorers and the Native Americans. Finally, the students will conclude with famous Americans from our past.


� Match picture cards of major figures in history to their written descriptions.� Compose a dream for the future. � Sort sentence strips of events into the proper order.

Math:� Timeline of events with using given dates.

Science:� Explore how Native Americans used the land and animals to survive.







51



Unit RationaleTo promote cultural awareness and to gain knowledge of the first people to inhabit the land known as the United States.


9.1 21st-Century Life & Career Skills All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures.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. CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP11. Use technology to enhance productivity.CRP12. Work productively in teams while using cultural global competence.

Content StatementsImmigrants come to New Jersey and the United States for various reasons and have a major impact on the state and the nation.


The study of American folklore and popular historical figures enables Americans with diverse cultural backgrounds to feel connected to a national heritage.



52




Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives.

CPI # Cumulative Progress Indicator (CPI)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.3 Evaluate the impact of voluntary and involuntary immigration on America’s growth as a

nation, historically and today. 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.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.19 Explain how experiences and events may be interpreted differently by people with different cultural or individual perspectives.



Unit Essential Questions� Why is it important to learn about the

Native Americans?� Who are some of our famous figures from

American history? Why are they famous? � How do our interpretations of past

events inform our understanding of cause and effect, and continuity and change, and how do they influence our beliefs and decisions about current public policy issues?


�

Unit Enduring Understandings� Native Americans were the first people to

live in America.� People came to our country for many

different reasons.


1. Explain that Native Americans were the first people to live in America.

2. Identify the early settlers in America.


53



3. Recognize the names and contributions of major figures in American history.


� Label items used by the Native Americans. � Sequence the order of events in which Christopher Columbus arrived in America.� Match historical figures to their contributions.




American History and Culture Websiteshttp://www.educationworld.com/a_sites/sites028.shtml


A Picture Book of Sacajawea by David Adler

Squanto’s Journey by Josephy Bruchac

The Seminoles by E. Barry Kavasch

Christopher Columbus by Stephen Krensky

A Picture Book of Martin Luther King, Jr. by David Adler

A Picture Book of George Washington by David Adler

Escape North: The Story of Harriet Tubman by Monica Kulling

An Apple for Harriet Tubman by Glennette Tilley Turner

Honest Abe by Stephen Rogers


54




Table of Contents


Course Title: Social Studies Grade Level: 2nd Grade




Communities Pacing Guide – Click Here


Economics and Society Pacing Guide – Click Here

Civics Pacing Guide – Click Here

United States and New Jersey History Pacing Guide – Click Here


55



2 nd Grade’s Geographic Goals

Location Identify and use cardinal directions

Compare pictures and maps of the same area

Interpret map key symbols to locate places on a map

Place Locate the student’s community, state, country and continent on maps/globes

Identify physical features of the U.S.

Label the 7 continents and 4 oceans on maps and globes


Describe how a community is affected by seasonal and climatic changes

Movement Use a variety of maps/models to trace routes within/between communities

Regions Locate and compare other communities on a map/globe


56




Unit Title: Communities

Target Course/Grade Level: 2 nd Grade

Unit Summary In this unit, students will identify community workers and explain their changing role in the community. Students will review the 1st grade lesson on why jobs are important to provide their families with needs/wants. This unit emphasizes the complex connections within a community.

Primary interdisciplinary connections:Language Arts:-Write a class book about “A day in the life of a___” about a community worker.

Math: Students can pretend to go food shopping using circulars on a budget.

Creative writing: Students may write about a town without rules.

Art:Create a conservation collage







57



Unit RationaleThis unit explores the many jobs in a community and how that affects the students lives.


21st-Century Life & Career Skills 9.2 Career Awareness, Exploration, and PreparationThis standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about postsecondary and career options, career planning, and career requirements.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. CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP11. Use technology to enhance productivity.CRP12. Work productively in teams while using cultural global competence.







58




Ethical behaviors support human rights and dignity in all aspects of life.CPI # Cumulative Progress Indicator (CPI)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.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.C.2 Distinguish between needs and wants and explain how scarcity and choice influence

decisions made by individuals, communities, and nations.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.18 Explain how an individual’s beliefs, values, and traditions may reflect more than one

culture.9.1.4.F.1 Explain the meaning of productivity and accountability, and describe situations in which

productivity and accountability are important in the home, school, and community.9.1.4.F.3 Explain the importance of understanding and following rules in family, classroom, and

community settings.Unit Essential Questions� What are some things groups do?� Why is it so important to conserve natural

resources?� What can you do to conserve natural

resources?� How do citizens, civic ideals, and



� How can individuals, groups, and societies apply economic reasoning to make difficult choices about scarce resources? What are the possible consequences of these decisions for individuals, groups, and societies?


� How do our interpretations of past

Unit Enduring Understandings� Rules help people work together more

pleasantly and effectively.� Communities are places where people live,

work, and play.� There are many contributions that various

groups have made to the community.


59





�Unit Learning TargetsStudents will ...1. Identify community workers and explain their changing role in the community.

2. Recall that people work to provide their families with needs/wants.

3. Explain why people work and relate it to the need for prioritizing for spending.

4. Explain the reasons we need to follow rules and laws and why they must be fair.

5. Analyze the reasons we need rules and laws in our community, state, and country.

6. Identify who makes the laws for our community, state, and county.

7. Explain the need for citizens to cooperate in conserving natural resources.


� Oral responses� Write a want ad� K-W-L chart� Develop personal $20 budget� Role playing� Journal Writing� Collage



Teacher Resources:People Together Adventures in Time and Place Macmillan/McGraw-Hill


60



BrainPop – Adulthoodhttp://www.brainpop.com/health/geneticsgrowthanddevelopment/adulthood/

Firefighters by Lucia Raatma

Librarians by Alice K. Flanagan

Mayors by Alice K. Flanagan

Teachers by Alice K. Flanagan

Police Officers by Charnan Simon

Postal Workers by Paulette Bourgeois

The Story of Money by Betsy Maestro; Illustrated by Giulio Maestro

The Kid’s Guide to Money: Earning It, Saving It, Spending It, Growing It, Sharing It by Steven Otfinoski

Rules and Laws by Ann-Marie Kishel

Fairness by Cynthia Fitterer Klingel

Conservation by Christine Petersen


61

http://www.brainpop.com/health/geneticsgrowthanddevelopment/adulthood/






Unit Summary In this unit, students will learn basic map skills. (Compass Rose) They will learn about counties, continents, and landforms. This unit focuses on natural resources and how they can be preserved. Develop a plan with the students to inform people on the importance of recycling in the school or community.

Primary interdisciplinary connections:

Math: Students can measure distance between two places on a map.






Unit RationaleStudents need to recognize that preserving our natural resources is important.

Learning TargetsStandards6.1 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


62



communities.


Content StatementsSpatial thinking and geographic tools can be used to describe and analyze the spatial patterns and organization of people, places, and environments on Earth.

Places are jointly characterized by their physical and human properties.



CPI # Cumulative Progress Indicator (CPI)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.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.C.5 Explain the role of specialization in the production and exchange of goods and services.

6.3.4.A.2 Examine the impact of a local issue by considering the perspectives of different groups, including community members and local officials.

6.3.4.A.3 Select a local issue and develop a group action plan to inform school and/or community members about the issue.

Unit Essential Questions� How can landforms affect the way you

live your life?� How does climate affect people’s lives?� What can we use natural resources for?� How do citizens, civic ideals, and



� How do physical geography, human geography, and the human environment

Unit Enduring Understandings� Climate can determine what clothes you

wear, where you live, what resource you will have, etc.

� A natural resource is something in nature that people use.


63



interact to influence or determine the development of cultures, societies, and nations?




1. Describe physical features of places and regions as on a simple scale.

2. Explain the spatial concepts of location, distance and direction, including the location of continents and oceans.

3. Describe the physical and human characteristics of places.

4. Identify the modes of communication used to transmit ideas.

5. Identify the types of transportation used to move goods and people.

6. Describe the role of resources such as air, land, water, and plants in everyday life.

7. Act on small scale, personalized environmental issues such as littering and recycling, and explain why such actions are important.


� Locate Florham Park, the United States, and continent s on maps and globes.� Locate and identify major bodies of water and landforms on maps and globes.� Identify natural resources and uses.� Journal response



Teacher Resources:


64



People Together Adventures in Time and Place Macmillan/McGraw-Hill



-Maps and globes

Geography Fun: Cool Activities and Projects for Young Explorers by Joe Rhatigan and Heather Smith


65






Unit Title: Economics and Society


Unit Summary This unit relates a supermarket trip to the complex ways the food gets to the stores. A factory makes goods, and transportation is a service. People have jobs and trade their work for money. At the end of the unit, students will create a budget for something they want to buy.

Primary interdisciplinary connections:Math:Money






Unit RationaleThis unit emphasizes the importance of saving money and creating a budget for a long-term goal.



66



21st-Century Life & Career Skills 9.1 Personal Financial Literacy This standard outlines the important fiscal knowledge, habits, and skills that must be mastered in order for students to make informed decisions about personal finance. Financial literacy is an integral component of a student's college and career readiness, enabling students to achieve fulfilling, financially-secure, and successful careers.9.2 Career Awareness, Exploration, and PreparationThis standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about postsecondary and career options, career planning, and career requirements.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. CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP11. Use technology to enhance productivity.CRP12. Work productively in teams while using cultural global competence.





Money management involves setting financial goals.

CPI # Cumulative Progress Indicator (CPI)6.1.4.C.2 Distinguish between needs and wants and explain how scarcity and choice influence

decisions made by individuals, communities, and nations.


67



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.




9.2.4.B.1 Differentiate between financial wants and needs.

Unit Essential Questions� Why do people save money?� What do people save money for?� How do farms and factories work

together?� How can individuals, groups, and



�

Unit Enduring Understandings� Financial needs are food, shelter, clothing� Financial wants are games, toys, etc.� Trade is sending goods to a country and then

getting other goods back.


1. Identify various jobs and explain how workers in these jobs receive income for their work.

2. Explain what it means to “save “money.

3. Compare and contrast farms to factories


� Drawing � Journal Response� Create and use a budget� Make a list of jobs where people earn money for work




68






Money Instructorhttp://www.moneyinstructor.com/

Saving Money by Mary Firestone; consultant, Sharon M. Danes


69






Unit Title: Civics


Unit Summary In this unit, students will learn about voting, petition both the city council and national government. The city government and national government tax the people to build public buildings.

Primary interdisciplinary connections:Writing: Students may write about favorite holiday.21st century themes:





Unit RationaleStudents will learn that our country allows people to have a say if they want to make a change.



70













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


71



national levels.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.




Unit Essential Questions� How can people made a difference in a

town?� What rights to we have as Americans?� How do citizens, civic ideals, and





�

Unit Enduring Understandings� People can make a difference in a

community if they follow the steps of community government.

� Our right as citizens are written in our constitution


1. Describe how American citizens can participate in community and political life.

2. Explain that a responsibility is something you must or should do.

3. Explore basic concepts of diversity, tolerance, fairness, and respect for others.

4. Identify symbols of American values and beliefs such as the Statue of Liberty, Liberty Bell, etc.

5. Recognize real people and fictional characters that have demonstrated responsible leadership and


72



citizenship and identify the characteristics that have made them good examples.

6. Explain that the United States is one of many nations in the world.

7. Identify traditions and celebrations of various cultures (Cinco de Mayo)

8. Participate in activities such as song, dance, and games that represent various cultures.Evidence of Learning

Assessments� Journal entries � Venn diagram comparing two cultures� Write about important leaders and citizens.





Election Websiteshttp://www.educationworld.com/a_sites/sites035.shtml

Totline: Small World Celebrations by Jean Warren and Elizabeth McKinnon

Holidays Around the World by Carol Greene


73






Unit Title: United States and New Jersey History


Unit Summary This unit will identify and explore changes to communities and how these changes have affected people’s lives. Many famous American were involved in creating positive changes in the communities. (George Washington, Abraham Lincoln, Sacajawea, Harriet Tubman, Susan B. Anthony, and Martin Luther King, Jr.) The unit concludes with a discussion on the contributions of important women, African American, and Native Americans to United States and New Jersey history.

Primary interdisciplinary connections:Language Arts:-Make a poster describing different types of communities.

Writing: -Famous American reports

Reading: -Guided reading groups with biographies of famous Americans(books located in book room at Briarwood)







74



Unit RationaleStudents need to realize how important it is to recognize influential leaders from all cultures, genders, and religions.



Content StatementsThe examination of individual experiences, historical narratives, and events promotes an understanding of individual and community responses to the violation of fundamental rights.





75



CPI # Cumulative Progress Indicator (CPI)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.D.1 Determine the impact of European colonization on Native American populations, including the Lenni Lenape of New Jersey.



Unit Essential Questions� What are the characteristics of Dr. Martin

Luther King, Jr., that made him such a good leader?

� Why is it so important to learn about famous women, African Americans, and Native Americans?

� How do citizens, civic ideals, and government institutions interact to balance the needs of individuals and the common good?




Unit Enduring Understandings� Dr. Martin Luther King, Jr. stood up for what

he believes in without using violence.� It is important to recognize influential

leaders from all cultures, genders, and religions.

Unit Learning TargetsStudents will ...1. Describe the characteristics of different types of communities.

transportation jobs shelter population recreation communication


76



2. Compare and contrast the characteristics of the three types of communities. (Urban, Suburban, and Rural)

3. Determine the type of community in which we live.

4. Identify and explore changes to the community over time and how these changes have affected people’s lives.

5. Recognize change and continuity in family and community lives.

6. Compare family life today with long ago.

7. Recognize the names of major figures in American history, including George Washington, Abraham Lincoln, Sacajawea, Harriet Tubman, Susan B. Anthony, and Martin Luther King, Jr.

8. Discuss the contributions of important women, African Americans, and Native Americans to United States and New Jersey history.


� Graphic Organizer� Learning Log� Venn Diagram� Collage� Oral Response� Map activity� Venn diagram comparing long ago to today





Native Americans Websiteshttp://www.educationworld.com/a_sites/sites062.shtml

Map Skills Made Fun: Neighborhoods and Communities: 60 Fun and Engaging Reproducibles That Teach Key Map Skills and Invite Kids to Learn About Urban, Suburban and Rural Communities by Catherine M. Tamblyn –Scholastic


77





George Washington by Cheryl Harness

First Biographies: Sacagawea by Jan Gleiter and Kathleen Thompson

First Biographies: Abraham Lincoln byBarbara Knox

First Biographies: Harriet Tubman byMartha E.H. Rustad

First Biographies: Susan B. Anthony by Martha E.H. Rustad

Martin Luther King, Jr. and His Birthday, by Jacqueline Woodson


78



Table of Contents


Course Title: Social Studies Grade Level: 3rd Grade





Native Americans Pacing Guide – Click Here

First Settlers Pacing Guide – Click Here

Citizenship/Government Pacing Guide – Click Here


79



3 rd Grade’s Geographic Goals

Location Use distance, intermediate directions, scale and map symbols on a map

Use map grids, lines of latitude and longitude, the equator, Prime Meridian and hemispheres to locate and compare specific cities in the world

Use political, physical, climate, product and road maps to compare various locations on earth

Place Compare rural and urban environments on various continents


Compare and contrast case studies of cities on various continents

Movement Describe how the need for global interdependence has been created by transportation and communication technologies

Regions Compare problems and solutions different cities encountered in their growth from past to present


80





Target Course/Grade Level: 3 rd Grade

Unit Summary This unit focuses on how geography affects your life in ways. (Jobs, activities, lifestyles, natural resources)


� Design a book with illustrations of rivers, lakes and oceans and their written description on each page.

� Plan a vacation and decide what activities can be done at either a lake, ocean or river.� Write directions from school to home. � Compose a plan to conserve natural resources.� Story maps and sequencing of suggested literature books.� Graphic organizers.

Science:� Explore the animals that live in lakes, rivers and oceans. � Experiments about water, erosion and weather.� Draw and label an invention that can reduce pollution and write a description.

Language Arts:� Compose a plan to conserve natural resources.� Story maps and sequencing of suggested literature books.� Graphic organizers.






81




Unit RationaleWithout realizing it, geography affects us on a daily basis. We need to learn how to take advantage and conserve the environment as much as possible.






Regions form and change as a result of unique physical/ecological conditions, economies, and cultures.




determine how the information may be useful. 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.


82




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.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.11 Recognize the importance of setting long-term goals when making financial decisions within the community.

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.

Unit Essential Questions� What is geography?� Why is geography important?� What is the impact of pollution?� How can we reduce pollution?� How do physical geography, human

geography, and the human environment interact to influence or determine the development of cultures, societies, and nations?



Unit Enduring Understandings� Geography is the study of Earth’s surface

and the bodies of water that cover it.� Geography is important to the kinds of

activities people enjoy in communities.


1. Analyze and identify various types of maps and globes.

2. Interpret and use directional terms and symbols on a map and a globe.

3. Identify the characteristics of oceans, lakes and rivers and describe the differences between them.

4. Analyze the importance of landforms, water, erosion, weather, and climate.


83



5. Describe how the physical features of the land affect how and where people live.

6. Examine how the land used for agriculture, industry and transportation.

7. Describe how natural resources are misused and determine ways to conserve them.

8. Identify the impact of pollution, how it is created, and recognize ways to reduce it.


� Label different types of maps.� Formulate a map key and label your map with the symbols. Label the cardinal directions.� Create a T-Chart to list characteristics of oceans, lakes and rivers.� Describe how landforms, water, erosion, weather and climate affect life.� Describe how physical features affect people.



Teacher Resources:Communities Adventures in Time and Place Macmillan/McGaw-Hill

Suggested Literature:Common Ground by Molly Bang

Why Should I Protect Nature? By Jen Green

Water: The Fate of Our Most Precious Resource by Marq de Villiers

Why Should I Save Water? By Jen Green

Conservation – Christine Peterson

The Wump World by Bill Peet

Farewell to Shady Glade by Bill Peet

Suggested Websites:Geography websites http://www.spartacus.schoolnet.co.uk/REVgeography.htm

www.lessonplanspage.com/SciencePollution


84

http://www.lessonplanspage.com/SciencePollution




www.nationalgeographic.com

www.50states.com

www.4kids.org

www.discoveryschool.com

www.nationalgeographic.com

www.socialstudiesforkids.com


85

http://www.socialstudiesforkids.com/

http://www.nationalgeographic.com/

http://www.discoveryschool.com/

http://www.4kids.org/

http://www.50states.com/

http://www.nationalgeographic.com/




Unit Title: Native Americans


Unit Summary Native American were proud people, They managed to live in the wilderness, survive hard times, and make a good life for themselves. This unit study will look into the daily life of Native Americans, along with their different tribes and locations within the United States.


� Compose continuous journal entries from the perspective of a Native American.� Graphic organizers.

Science:� Use cornhusks to create dolls.� Explore the different foods and animals that helped the Native Americans survive.






Unit RationaleTo promote cultural awareness and to gain knowledge of the first people to inhabit the land known as the United States.


86






Content StatementsIn an interconnected world, it important to consider different cultural perspectives before proposing solutions to local, state, national, and global challenges.



Brainstorming activities enhance creative and innovative thinking in individual and group goal setting and


87



problem solving.


CPI # Cumulative Progress Indicator (CPI)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.D.1 Determine the impact of European colonization on Native American populations, including

the Lenni Lenape of New Jersey. 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.18 Explain how an individual’s beliefs, values, and traditions may reflect more than one

culture.6.3.4.D.1 Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to

address such actions.9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster

creative thinking.9.1.4.D.1 Use effective oral and written communication in face-to-face and online interactions and

when presenting to an audience.Unit Essential Questions� How and why do people settle where they

do?� How have Native Americans influenced

the present culture in America?� How do citizens, civic ideals, and





Unit Enduring Understandings� Native American tribes adapted to the

physical features of the region they settled in.� Native Americans were resourceful and used

what ever resources were available to them.� Native Americans inhabited many different

landforms: mountains, mountain ranges, hills, plains, valleys, deserts, coasts, peninsulas, and plateaus.


1. Describe the lifestyle and culture of the Native Americans.


88



2. Identify how Native Americans met their basic human needs using natural resources.

3. Describe the geography and daily life at Mesa Verde.


� Create a journal from the perspective of a Native American describing lifestyle, culture and the use of natural resources.



Teacher Resources:Suggested Websites:Native Americans Websiteshttp://www.educationworld.com/a_sites/sites062.shtml

www.lenapeindians.com

www.lenapelifeways.org


The Indians of Lenapehoking by Lenape Books


89

http://www.lenapelifeways.org/

http://www.lenapeindians.com/





Unit Title: First Settlers


Unit Summary This unit focuses on the early settlers and the changes that took place once European settlers came to the New World.


� Letter writing� Journaling� Graphic organizers

Math:� Calculate the number of days and months it took the Pilgrims to travel. � Calculating distances to travel.� Sequence events on a timeline.� Calculate weights of items that can fit in a Conestoga Wagon.

Science: � Germs and diseases.� Hardships caused by weather conditions.







90



Unit RationaleStudents need see and analyze the full impact of the early settlers in the new land.



Content StatementsImmigrants come to New Jersey and the United States for various reasons and have a major impact on the state and the nation



CPI # Cumulative Progress Indicator (CPI)


91




6.1.4.D.3 Evaluate the impact of voluntary and involuntary immigration on America’s growth as a nation, historically and today.


9.1.4.B.1 Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience.

Unit Essential Questions� Why do people move to new

communities?� Why did the early settlers sail to the new

land?� How do our interpretations of past



Unit Enduring Understandings� The Native American culture was totally

impacted by the influx of early settlers.� The Native Americans and the early settlers

influenced each other both positively and negatively.


1. Discuss the impact on the early settlers on the Native Americans

2. Discuss the reasons the Pilgrims left England to come to the new world.

3. Compare and contrast the lifestyles of early European settlements to present day life.

4. Tell reasons why settlers came from different nations and how colonies came into being.

5. Explain why people moved west to form new communities.

6. Describe the hardships faced by the early pioneers.


� Write a letter from the perspective of a Pilgrim listing the reasons for coming to the new world.� List similarities and differences between early European settlements to present day life on a Venn

Diagram.� In cooperative groups or pioneer “families” prepare for the journey west and compose passages in a

daily journal detailing your journey.

Summative Assessments should provide overall evidence about student learning. How well have the


92



students learned the content knowledge in the unit? What aspects have been internalized? Can students support explanations with knowledge and evidence they acquired during the unit?




Our Strange New Land, Elizabeth’s Jamestown Diary

If You Lived in Colonial Times

The Jamestown Colony

Colonial Times

Suggested Website:www.teacher/scholastic.com/activities/our_america

http://www.socialstudiesforkids.com/articles/ushistory/jamestown.htm

http://kids.nationalgeographic.com/kids/games/interactiveadventures/john-smith/

http://www.historyisfun.org/kids-museum-guides.htm



93


http://www.historyisfun.org/kids-museum-guides.htm

http://kids.nationalgeographic.com/kids/games/interactiveadventures/john-smith/

http://www.socialstudiesforkids.com/articles/ushistory/jamestown.htm

http://www.teacher/scholastic.com/activities/our_america




Unit Title: Citizenship/Government


Unit Summary This unit focuses on the state and local government. The students will be provided with ideas on how to make a difference in their community and examples of good citizens.


� Compose laws for the imaginary community in cooperative groups.� Compose a description of the role each student has in the imaginary community.� Graphic organizers.� Write a letter to a community official. � Interview a community helper.






Unit RationaleBy learning about your rights and responsibilities as an American citizen, you will have a better chance to make a difference in your country and community.



94



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.





There are different branches within the United States government, each with its own structure, leaders, and processes, and each designed to address specific issues and concerns.





95



Cultures struggle to maintain traditions in a changing society.










6.1.4.A.4 Explain how the United States government is organized and how the United States Constitution defines and limits 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.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.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.15 Explain how various cultural groups have dealt with the conflict between maintaining traditional beliefs and practices and adopting new beliefs and practices.


96












Unit Essential Questions� Why did the colonies fight against

England?� What is the difference between federal,

state, and local government?� What can you do and where can you go for

you voice to be heard.� How do citizens, civic ideals, and





Unit Enduring Understandings� The colonies fought against England to gain

freedom.� The governor is elected to rule a state and a

mayor is elected to rule a town.� Students can go to the town council meeting

to express their concerns to the council.



97



1. Explain how a community, county, state and federal government functions.

2. Identify the laws and leaders of a community and their characteristics.

3. Examine how state and national government are organized.

4. Define good citizenship.

5. Recognize the relevancy of national holidays and symbols.


� Create an imaginary community as a whole class.� List the functions of each type of government.� Compare and contrast state and national government.� Analyze descriptions of citizens and decide whether the person demonstrates good citizenship.



Teacher Resources:

People Together Adventures in Time and Place Macmillan/McGraw-Hill

Suggested websites:Citizenship Websiteshttp://www.educationworld.com/a_sites/sites057.shtml


www.scholastic.com

www.nj.com

http://www.co.morris.nj.us/history/history.asp

Suggested References:The New Jersey Adventure - Gibbs, Smith Publisher


98

http://www.nj.com/

http://www.scholastic.com/





Table of Contents


Course Title: Social Studies Grade Level: 4th Grade




New Jersey History Pacing Guide – Click Here


Immigration and Diversity Pacing Guide – Click Here

Government/Citizenship/American Values



99



4 th Grade’s Geographic Goals

Location Identify and locate the physical features, landforms and regions found in NJ

Compare and contrast the physical features, landforms and regions in NJ with the rest of the world

Use latitude and longitude, Prime Meridian, Equator and scale to locate specific places

Place Describe the land features, plants and animals in the regions of NJ


Recognize the relationship of resources and human activities to various locations on a map

Movement Utilize maps, graphs, and tables to show how areas and populations of NJ have changed through time

Regions Interpret and create pictures, graphs, charts, timelines and tables to compare and contrast with other areas with regard to climate, vegetation and population


100




Unit Title: New Jersey History

Target Course/Grade Level: 4 th Grade

Unit Summary This unit will explore the important people and place in New Jersey’s history. The student will discover information from the Native American tribes to the role Governor William Livingston played in the development of New Jersey government.

Primary interdisciplinary connections:Science:Recreate one of the famous experiments.

Writing:Write a letter to a Native American






Unit RationaleNew Jersey has a rich history the students can learn about important character values.


101









Urban areas, worldwide, share common physical characteristics, but may also have cultural differences.

Economic opportunities in New Jersey and other states are related to the availability of resources and technology.


102






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.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.

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 have played 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.D.1 Determine the impact of European colonization on Native American populations, including the Lenni Lenape of New Jersey.

6.1.4.D.7 Explain the role Governor William Livingston played in the development of New Jersey government.

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.


9.1.4.D.1 Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience.

Unit Essential Questions� What makes New Jersey unique?� Who are famous people of New Jersey?� How do physical geography, human


Unit Enduring Understandings� New Jersey has a rich history with famous

political, military, inventors, etc.


103








1. Identify and describe the major cities of New Jersey.

2. Describe the geography of New Jersey.

3. Discuss the history of Florham Park, including: origins of its name, groups (Native Americans) and individuals who lived there, and access to important places and buildings in the community.(American Revolution)

4. Identify and discuss the major scientific discoveries and inventions, the scientists and inventors who developed them, and their impact on life today (Thomas Edison).

5. Identify the distribution and characteristics of populations for different regions of New Jersey.

6. Describe the population shift from the farm to the city in New Jersey.

7. Describe products and services that are developed, manufactured, and grown in New Jersey.


� Landforms in New Jersey booklet� Travel brochure for New Jersey� Make 3D maps of landforms

Summative Assessments should provide overall evidence about student learning. How well have the


104



students learned the content knowledge in the unit? What aspects have been internalized? Can students support explanations with knowledge and evidence they acquired during the unit?


Teacher Resources:The New Jersey Adventure Anthony DeCondo, Gibbs-Smith PublisherNative Americans Websiteshttp://www.educationworld.com/a_sites/sites062.shtml

Underground Railroad Websiteshttp://www.educationworld.com/a_sites/sites004.shtml

American Revolution Websiteshttp://www.educationworld.com/a_sites/sites016.shtml


Map of New Jersey

New Jersey “Jography”: A Fun Run Through Our State! By Carol Marsh

New Jersey Native Americans: A Kid’s Look at Our State’s Chiefs, Tribes, Reservations, Powwows,

Lore and More from the Past and the Present by Carol Marsh


105










Unit Summary This unit allows the students to explore aspects of New Jersey, including the geography, climate, natural resources, important people, and cities. Students will determine how the natural resources in New Jersey helps businesses. Then the students will look at the different regions in the United States, while investigating the different time zones.

Primary interdisciplinary connections:Writing and Reading:Pick a state and create a brochure using important information






Unit RationaleThis unit shows the students the wide variety of resources and activities that are available in New Jersey and the United States.

Learning TargetsStandards6.1 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


106



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.

21st-Century Life & Career Skills 9.1 Personal Financial Literacy This standard outlines the important fiscal knowledge, habits, and skills that must be mastered in order for students to make informed decisions about personal finance. Financial literacy is an integral component of a student's college and career readiness, enabling students to achieve fulfilling, financially-secure, and successful careers.9.2 Career Awareness, Exploration, and PreparationThis standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about postsecondary and career options, career planning, and career requirements.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. CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP10. Plan education and career paths aligned to personal goals.CRP11. Use technology to enhance productivity.CRP12. Work productively in teams while using cultural global competence.





Interaction among various institutions in the local, national, and global economies influence policymaking and societal outcomes.


107



Creativity and innovation affect lifestyle, access to information, and the creation of new products and services.



Money management involves setting financial goals.


determine how the information may be useful. 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.8 Compare ways people choose to use and distribute natural resources. .

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.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.12 Evaluate the impact of ideas, inventions, and other contributions of prominent figures who lived New Jersey.

6.1.4.C.13 Examine the qualities of entrepreneurs in a capitalistic society.



9.2.4.B.1 Differentiate between financial wants and needs.

Unit Essential Questions� What resources does New Jersey have that

helps New Jersey businesses?� Why are locations divided into regions?� How do physical geography, human


� How can individuals, groups, and

Unit Enduring Understandings� New Jersey has diverse landforms that

provide opportunities for activities and businesses.� The world is divided into time zones to keep

the daylight hours consistent throughout the world.


108






1. Identify the major cities of the United States and the world.

2. Identify the major countries, continents, bodies of water, and mountain ranges of the world.

3. Locate time zones, latitude, longitude, and the global grid.

4. Discuss factors involved in the development of cities (transportation, food , marketplace, religion, military protection).

5. Identify the distribution and characteristics of different populations for different regions of the United States.

6. Describe the basic components of the Earth’s physical systems, including landforms, water, erosion, weather and climate and discuss their impact on human dev.

7. Explain the nature, characteristics, and distribution of renewable and non-renewable resources.


� Natural Resource� Poster� Oral Response� Map of agricultural products



Teacher Resources:


109




Geospy

http://kids.nationalgeographic.com/Games/GeographyGames/Geospy

Continents and Oceans review game

http://www.lizardpoint.com/fun/geoquiz/worldquiz.htm

The New Jersey Adventure Anthony DeCondo, Gibbs-Smith Publisher

How Geography Affects the United States: The Southeast byGreenwood Press (5 volumes: Northeast, Southwest, Midwest, Northwest, Southeast)

- The Scholastic Environmental Atlas of the United States by Mark Mattson

-State by State Atlas by Justine Ciovacco


110

http://www.lizardpoint.com/fun/geoquiz/worldquiz.html






Unit Title: Immigration and Diversity


Unit Summary Through this unit, students will gain awareness that our nation is historically comprised of immigrant people from all over the world who came here seeking freedom and fortune.

Primary interdisciplinary connections: global, cultural and diversity awarenessReading: Choose a novel about someone’s journey to America






Unit RationaleKnowing the pasts of the American people will help students embrace the founding principals that our nation has been built on: freedom and equality for all.



111



communities.


Content StatementsImmigrants can become and obtain the rights of American citizens.



Immigrants come to New Jersey and the United States for various reasons and have a major impact on the state and the nation






112





CPI # Cumulative Progress Indicator (CPI)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.D.3 Evaluate the impact of voluntary and involuntary immigration on America’s growth as a nation, historically and today.

6.1.4.D.9 Explain the impact of trans-Atlantic slavery on New Jersey, the nation, and individuals.







Unit Essential Questions� Why is it important to learn about other

cultures?� How does America’s heritage affect what

America is all about?� How do citizens, civic ideals, and



� How do our interpretations of past events inform our understanding of cause and effect, and continuity and change, and how do

Unit Enduring Understandings� Most Americans have ancestors from other

countries contributing to the diversity of our country.

� Our ancestors have shaped our family traditions as well as many national traditions.


113



they influence our beliefs and decisions about current public policy issues?



1. Discuss experiences of immigrants who came to the United States and New Jersey, including reasons for immigrating, experiences at Ellis Island, and working and living conditions in America.

2. Explain that Americans have come from different parts of the world and have a common American heritage, in addition to the heritage of the countries of origin.

3. Describe situations in which people from diverse backgrounds work together to solve common problems.

4. Explain why it is important to understand diverse peoples, ideas, and cultures.

5. Explain that even within a culture, diversity may be affected by race, religion or class.

6. Identify aspects of culture and heritage represented in literature, are, music, sports, or in the media.

7. Examine common and diverse traits of other cultures and compare to students’ own culture.

8. Use Technology to learn about students and their families in other countries through classroom links, e-mail, internet research.

9. Define stereotyping and discuss how it impacts self-image and interpersonal relationships.

10. Discuss the value of the American national heritage including: diverse folklore and cultural contributions from NJ and elsewhere in the U.S., History and values celebrated in American songs, symbols, slogans, major holidays, and historical preservation of primary documents, buildings, places of memory, and significant artifacts.


� Immigration Report� Timeline of immigrant’s voyage to America� Role playing


Assessments could include concluding projects, summative tests, debates, and demonstrations that verify


114



the knowledge and skills learned. A portfolio should be kept to show how the students’ skills have developed over a period of time.

Teacher Resources:The New Jersey Adventure Anthony DeCondo, Gibbs-Smith Publisher

Suggested Websites:Great Sites on Immigration http://www.educationworld.com/a_sites/sites053.shtml

Immigration websites http://www.42explore2.com/migration.htm

Ellis Island: Doorway to Freedom by Steven Kroll

New Jersey by Conrad R. Stein

Celebrations Around the World: A Multicultural Handbook by Carole S. Angell

Thirty-three Multicultural Tales to Tell by Pleasant. DeSpain


115

http://www.42explore2.com/migration.htm





Unit Title: Government/Citizenship/American Values


Unit Summary Students will learn about the United States government on the federal, state and local levels including the three branches of government and their responsibilities. Students will also learn how bills become laws.

Primary interdisciplinary connections:Writing: Students may write to local officials to get to know them.Students may pretend to have the opportunity to add something to the Bill of Rights.






Unit RationaleThis unit helps explain how the government helps unite the people in the 50 states. The students will see how local, state, and national governments help citizens live and work together.



116







American constitutional government is based on principles of limited government, shared authority, fairness, and equality.

There are different branches within the United States government, each with its own structure, leaders, and processes, and each designed to address specific issues and concerns.





117







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 limits 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.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.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.



6.3.4.A.2 Examine the impact of a local issue by considering the perspectives of different groups, including community members and local officials.

6.3.4.A.3 Select a local issue and develop a group action plan to inform school and/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.





118



Unit Essential Questions� What does it mean to be an American

citizen?� Who has power? The government or the

people?� What is a right? What are the rights and

responsibilities we have as citizens or the US? � How do citizens, civic ideals, and





Unit Enduring Understandings� The three braches of government were

created to limit power.� The US Constitution is the supreme law of

the land.


1. Delineate the respective roles of the three branches of the federal and state governments.

2. Identify major services provided by state and local government.

3. Recognize national, state, and local legislators and government officials and explain how to contact them for help, or to express an opinion.

4. Describe the contributions of voluntary associations and organizations in helping government provide for its citizens.

5. Describe the significant characteristics of an effective citizen and discuss ways to influence public policy (serving in elected office, working on a campaign)

6. Describe the process by which immigrants become United States citizens.

7. Describe how American values and beliefs such as equality of opportunity, fairness to all, equal justice, separation of church and state, and the rights guaranteed by the Constitution and Bill of Rights, contribute to the continuation of American Democracy.

8. Evaluate the importance of traditions, values, and beliefs which form a common American heritage


119



in an increasingly diverse American society.


� Co-op group Report � Journal� Graphic Organizers



Teacher Resources:The New Jersey Adventure Anthony DeCondo, Gibbs-Smith Publisher

-Branches of Government by John Hamilton

Website: www.state.nj.us

Civil Rights Websiteshttp://www.educationworld.com/a_sites/sites087.shtml

-Government: How Local, State, and Federal Government Works by Mark Friedman

The Bill of Rights, by Patricia Ryon Quiri

-The Constitution Translated for Kids by Cathy Travis


120


http://www.state.nj.us/



Table of Contents






Economics Pacing Guide – Click Here

United States and New Jersey History – Many Worlds Meet


United States and New Jersey History – Colonization and Settlement (1585-1763)


Constitution and Government Pacing Guide – Click Here


121




Location Identify the absolute location for a given place in North America using latitude and longitude

Locate and name the countries of North America, the 50 states and the bodies of water that border North America

Identify and locate major land acquisitions in the expansion of the U.S.

Geospy


Continents and Oceans review game

http://www.lizardpoint.com/fun/geoquiz/worldquiz.htm

State Geography Games

http://www.sheppardsoftware.com/web_games.htm

States Review Game

http://www.pibmug.com/files/map_test.swf

Place Compare and contrast the physical and cultural areas and regions of the U.S.


Describe the relationship between natural resources and human settlement

Interpret and create graphs, pictures, charts, tables and timelines to compare information about the U.S.

Movement Explain how geographical features helped or hindered the movement of people, goods and ideas across the continent

Regions Trace historical origins of regions of the U.S.

Compare and contrast the physical characteristics of the regions of the U.S.


122

http://www.pibmug.com/files/map_test.swf

http://www.sheppardsoftware.com/web_games.htm

http://www.lizardpoint.com/fun/geoquiz/worldquiz.html





Unit Title: Economics


Unit Summary This unit will progress in a logical order. In order to gain your needs and wants, people need to get jobs. Those jobs allow goods to be made, grown and sold. With the money from the job and saved money, people can buy what they need and want.

Primary interdisciplinary connections:Writing: Interview a Grandparent about current needs and wants. Then write a comparative essay as to how it differs from student.






Unit RationaleThis unit explores the basic needs and wants of people and how they can obtain them. This will allow the child to begin to prioritize what they can and can’t get.



123








Availability of resources affects economic outcomes.



124





Income often comes from different sources, including alternative sources.

Income affects spending decisions and lifestyle.

Money management is reliant on developing and maintaining personal budgets.

CPI # Cumulative Progress Indicator (CPI)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.16 Explain how creativity and innovation resulted in scientific achievement and inventions in many cultures during different historical periods.

6.3.4.C.1 Develop and implement a group initiative that addresses an economic issue impacting children.


9.2.4.A.2 Identify potential sources of income and their limitations.

9.2.4.A.3 Explain how income affects spending and take-home pay.

9.2.4.B.3 Explain what a budget is and why it is important.

9.2.4.B.4 Identify common household expense categories and sources of income.

9.2.4.B.5 Identify ways to earn and save.

Unit Essential Questions� What are different job that people have in

your community?� What are the ways that families can save

money?� Where does the money come from to build

schools, fire stations, libraries, etc.?� How can individuals, groups, and


� How have scientific and technological

Unit Enduring Understandings� Families use money in many ways.� Families can save money in several different

ways.� Jobs in the community allow the towns to

grow.� Tax dollars goes towards public building and

government services.


125



developments over the course of history changed the way people live and economies and governments function?


1. Discuss how needs and wants change as one ages and the impact of planning, spending and saving.

2. Explain the law of supply and demand.

3. Discuss how meeting the needs and wants of a growing world population impacts the environment and economic growth.

4. Describe the many ways federal state, and local governments raise funds to meet the need for public facilities and government services.


� Graphic Organizer� Web� Illustrate main idea map� Web and reinforce outline skills



Teacher Resources:Economyhttp://www.commoncraft.com/

Borrowing Money http://www.commoncraft.com/borrowing-money


Four Economic Games - Jesse's Ice Cream Stand, Reno's Debt Delemma, Pay Yourself First, & Jesse's Big Change

Try to earn all four certificates!

http://richkidsmartkid.com/

Lemonade Stand


126



http://www.commoncraft.com/borrowing-money

http://www.commoncraft.com/



http://www.primarygames.com/socstudies/lemonade/index.htm or http://www.coolmath-games.com/lemonade/

United States Adventures in Time and Place Macmillan/McGraw-Hill

Prices Go Up, Prices Go Down: The Laws of Supply and Demand by David A. Adler

Environmental Geology: Facing the Challenges of Our Changing Earth by John Erickson


127

http://www.coolmath-games.com/lemonade/

http://www.primarygames.com/socstudies/lemonade/index.htm




Unit Title: United States and New Jersey History – Many Worlds Meet


Unit Summary The unit explores the early civilizations and cultures of America. It examines European explorationand colonization of North America. This unit will also study the social, religious and economic impact that colonists experienced based on geographic location.

Primary interdisciplinary connections:Math: Measure length of exploration routes

Reflective writing:Write a piece on life of a Native American






Unit RationaleThis unit focuses on how ethnocentric views can lead to crimes against humanity. Many of the European explorers took advantage of the natives in America.

Learning Targets


128



Standards6.1 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.


Content StatementsIndigenous societies in the Western Hemisphere migrated and changed in response to the physical environment and due to their interactions with Europeans.

European exploration expanded global economic and cultural exchange into the Western Hemisphere.

The colonists adapted ideas from their European heritage and from Native American groups to develop new political and religious institutions and economic systems.

The slave labor system and the loss of Native American lives had a lasting impact on the development of the United States and American culture.

Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking.

CPI # Cumulative Progress Indicator (CPI)6.1.8.A.1.a Compare and contrast forms of governance, belief systems, and family structures among


129



African, European, and Native American groups.6.1.8.B.1.a Describe migration and settlement patterns of Native American groups, and explain how

these patterns affected interactions in different regions of the Western Hemisphere.6.1.8.B.1.b Analyze the world in spatial terms (e.g., longitude, latitude) using historical maps to

determine what led to the exploration of new water and land routes.6.1.8.C.1.b Explain why individuals and societies trade, how trade functions, and the role of trade

during this period. 6.1.8.D.1.a Compare and contrast gender roles, religion, values, cultural practices, and political

systems of Native American groups. 6.1.8.D.1.b Explain how interactions among African, European, and Native American groups began a

cultural transformation. 6.1.8.D.1.c Evaluate the impact of the Colombian Exchange on ecology, agriculture, and culture from

different perspectives. 6.1.8.C.2.a Compare the practice of slavery and indentured servitude in Colonial labor systems.

6.1.8.C.2.b Explain the system of mercantilism and its impact on the economies of the colonies and European countries.

6.1.8.C.2.c Analyze the impact of triangular trade on multiple nations and groups.

6.1.8.D.2.a Analyze the power struggle among European countries, and determine its impact on people living in Europe and the Americas.

6.1.8.D.2.b Compare and contrast the voluntary and involuntary migratory experiences of different groups of people, and explain why their experiences differed.

9.1.8.B.1 Use multiple points of view to create alternative solutions.

Unit Essential Questions� Why do people move to new

communities?� What did the Europeans gain from

exploration?� How has exploration changed the world?� How do citizens, civic ideals, and




� How can individuals, groups, and societies apply economic reasoning to make difficult choices about scarce resources? What are the possible consequences of these

Unit Enduring Understandings� Religious conflict, the revival of learning in

Europe, the desire for gold and glory, the desire to find a shorter water route to Asia, and the desire to establish colonies were the main reasons why Europeans explored.

� Slavery had been part of the social and economic system since ancient times and that most slaves in Africa were people who had been captured in war.

� The Spanish, English, French, and Dutch set up types of government in their colonies based on their view of how best to control their colonies.

� The way people made a living in the colonies depended on location, climate, and topography of the land.


130



decisions for individuals, groups, and societies?





1. Discuss factors that stimulated European overseas explorations between the 15th and 17th centuries and the impact of that exploration on the modern world.

2. Trace the major land and water routes of the explorers.

3. Compare the political, social, economic, and religious systems of Africans, Europeans, and Native Americans who converged in the western hemisphere after 1492 (ex. civic values, population levels, family structure, communication, use of natural resources)

4. Discuss the characteristics of the Spanish and Portuguese exploration and conquest of the Americas, including Spanish interaction with the Incan and Aztec empires, expeditions in the American Southwest, and the social composition of early settlers and their motives for exploration and conquest.

5. Describe the migration of the ancestors of the Lenape Indians and their culture at he time of first contact with the Europeans.

6. Compare and contrast historic Native American groups of the West, Southwest, Northwest, Arctic and sub-Arctic, Great Plains, snd Eastern Woodland regions at the beginning of European exploration.

7. Analyze the cultures and interactions of peoples in the Americas, Western Europe, and Africa after 1450 including the transatlantic slave trade.

8. Discuss how millions of Africans, brought against their will from Central Africa to the Americas, including Brazil, Caribbean nations, North America and other destinations, retained their humanity, their families, and their cultures during enslavement.



131



� Chart� Outline� Oral response



Teacher Resources:

United States Adventures in Time and Place Macmillan/McGraw-HillNative Americans Websiteshttp://www.educationworld.com/a_sites/sites062.shtml

Explorers Websiteshttp://www.educationworld.com/a_sites/sites007.shtml

Atlas of the World in the Age of Discovery:1453-1763 by W.D. Townson

Explorers by Dennis Brindell Fradin

The Look It Up Book of Explorers by Elizabeth Cody Kimmel

The History and Activities of Native Americans by Lisa Klobuchar

Native Americans by David H. Thomas

Journeying to a New Land: The Slave Trade by Creative Media Applications


132






Unit Title: United States and New Jersey History – Colonization and Settlement (1585-1763)


Unit Summary This unit focuses on how government affected the colonies and how European culture created the foundation of many of the institutions and cultures that America values to this date.

Primary interdisciplinary connections:Writing: Students will pretend to be a colonist writing to a cousin back in Europe about what the colonies are like.






Unit RationaleThrough studying the beginnings of American history, students will develop an appreciation of the common past and experience that all Americans share. This will compliment the cultural diversity within each classroom.

Learning TargetsStandards6.1 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


133



fundamental rights and core democratic values as productive citizens in local, national, and global communities.


Content StatementsThe colonists adapted ideas from their European heritage and from Native American groups to develop new political and religious institutions and economic systems.



CPI # Cumulative Progress Indicator (CPI)6.1.8.A.2.a Determine the roles of religious freedom and participatory government in various North

American colonies. 6.1.8.A.2.b Explain how and why early government structures developed, and determine the impact of

these early structures on the evolution of American politics and institutions.6.1.8.A.2.c Explain how demographics (i.e., race, gender, and economic status) affected social,

economic, and political opportunities during the Colonial era. 6.1.8.B.2.a Determine factors that impacted emigration, settlement patterns, and regional identities of

the colonies. 6.1.8.B.2.b Compare and contrast how the search for natural resources resulted in conflict and

cooperation among European colonists and Native American groups in the New World.6.1.8.C.2.a Compare the practice of slavery and indentured servitude in Colonial labor systems.


134






Unit Essential Questions� What were the basic structures of the

colonies?� What similarities and differences are their

from colonial daily life to our daily life?� What were the injustices that happened to

the Native Americans and Africans?� How do citizens, civic ideals, and






Unit Enduring Understandings� The colonies were split into three major

sections: New England, Middle, and Southern colonies.

� The colonies used slavery to gain profits from plantations, despite the horrible treatment of human beings.


1. Analyze the political, social, and cultural characteristics of the English colonies.

2. Describe the political, religious, social, and economic institutions that emerged in colonial America, including New Netherland and colonial New Jersey.

3. Explain the differences in colonization of the Americas by England, the Netherlands, France and Spain, including governance, relation to the mother countries, and interactions with other colonies and Native Americans.


135



4. Examine the interactions between Native Americans and European settlers, such as agriculture, trade, cultural exchanges, and military alliances and conflicts.

5. Describe Native American resistance and colonization, including the Cherokee War against the English, the French and Indian War, and King George’s War.

6. Identify the factors that account for the establishment of African slavery in the Americas.

7. Discuss the Spanish Exploration, settlement, and missions in the American Southwest.


� Journal� Essay� Graphic Organizer� Compare/Contrast� Role play



Teacher Resources:

African American Websiteshttp://www.educationworld.com/a_sites/sites077.shtml

United States Adventures in Time and Place Macmillan/McGraw-Hill

The Colonies by Rebecca Stefoff

The New Jersey Colony by Bob Italia

Struggle for a Continent: The French and Indian Wars, 1689-1763 by Betsy Maestro


136





Unit Title: Constitution and Government


Unit Summary This unit focuses how our basic rights evolved through the years of America. It ranges from the Articles of Confederation to the Amendments of our Constitution.

Primary interdisciplinary connections:Language ArtsWrite an essay about the significance of the Articles of Confederation.






Unit RationaleThis unit helps explain how the government helps unite the people in the 50 states. The students will see how local, state, and national governments help citizens live and work together.



137



communities.



Content StatementsDisputes over political authority and economic issues contributed to a movement for independence in the colonies.

The fundamental principles of the United States Constitution serve as the foundation of the United States government today

CPI # Cumulative Progress Indicator (CPI)6.1.8.A.3.b Evaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent

of the governed, rule of law, federalism, limited government, separation of powers, checks and balances, and individual rights) in establishing a federal government that allows for growth and change over time.

6.1.8.A.3.c Determine the role that compromise played in the creation and adoption of the Constitution and Bill of Rights.

6.1.8.A.3.d Compare and contrast the Articles of Confederation and the United States Constitution in terms of the decision-making powers of national government.

6.1.8.A.3.g Evaluate the impact of the Constitution and Bill of Rights on current day issues.

6.1.8.D.3.g Evaluate the extent to which the leadership and decisions of early administrations of the


138



national government met the goals established in the Preamble of the Constitution.6.3.8.C.1 Examine the perspectives of multiple stakeholders involved in the local budget

process (e.g., obtaining information, discussing priorities).6.3.8.D.1 Engage in simulated democratic processes (e.g., legislative hearings, judicial proceedings,

elections) to understand how conflicting points of view are addressed in a democratic society.

9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills.

9.1.8.A.2 Implement problem-solving strategies to solve a problem in school or the community.


9.1.8.B.2 Assess data gathered to solve a problem for which there are varying perspectives (e.g., cross-cultural, gender-specific, generational), and determine how the data can best be used to design multiple solutions.

Unit Essential Questions� What are the basic rights of American

citizens?� What laws have changed over time? Why

have they changed?� How do citizens, civic ideals, and







Unit Enduring Understandings� The US Constitution is the supreme law of

the land.� The writers of the Constitution allowed the

ability to amend laws.


139




1. Understand and analyze the Articles of Confederation and its role as a precursor to the Constitution.

2. Interpret the contents of the U.S. Constitution.

3. Evaluate the impact of the Constitution on everyday life.

4. Identify the three branches of the federal government and the tasks of each branch.

5. Explain the system of checks and balances.

6. Recognize the relevancy of the Bill of Rights.


� Write an essay about the significance of the Articles of Confederation.� Reflective writing about impact on everyday life.� Flow chart of the three branches of government and their functions.� Role play the system of checks and balances



Teacher Resources:United States Adventures in Time and Place Macmillan/McGraw-Hill




www.education-world.com/a.lesson/lesson/lesson347.shtml

www.scholastic.com

www.lessonsplanpage.com


140

http://www.lessonsplanpage.com/

http://www.scholastic.com/

http://www.education-world.com/a.lesson/lesson/lesson347.shtml






We the Kids

George Washington’ Socks


141



Table of Contents




NJDOE Holocaust Commission9/11 Approved Activities


Hunters and Gatherers/Early Farming Pacing Guide – Click Here

Mesopotamia Civilization Pacing Guide – Click Here

Ancient Egypt Pacing Guide – Click Here

Ancient Africa Pacing Guide – Click Here

Ancient China Pacing Guide – Click Here

Ancient India Pacing Guide – Click Here


142



Ancient Greece Pacing Guide – Click Here


143




Location Utilize lines of latitude and longitude to determine absolute location

Identify relative location of places in the ancient and medieval world

Compare and contrast the physical land features of past civilizations

Place Analyze the roles played by precipitation, latitude, altitude and ocean currents that determine a region’s climate


Interpret pictures, tables, graphs, timelines, charts and a variety of maps

Identify the reasons why people of ancient civilizations settle, modified and adapted culturally to different physical environments

Compare and contrast the cultures of past civilizations

Movement Determine how agriculture led to human settlement

Interpret why people of the ancient world migrated

Regions Trace historical origins of the regions inhabited by ancient civilizations


144




Unit Title: Hunters and Gatherers/Early Farming


Unit Summary Students will learn about early cultures in the Stone Age, the development of farming during the New Stone Age, and the growth of the first civilizations. Students will first learn what tools are use to understand history and find out about the connection between geography and history. In addition, students will investigate how hunter-gatherers lived during the Stone Age and the transition from non-permanent settlements to the growth of cities and civilizations.

Primary interdisciplinary connections: Language Arts, 21st Century Life and Careers, and TechnologySuggested Activities:

Math: Determining the area of the farmlandScience: BotanyLA: Writing step by step instructions on how to plant and take care of plants21st century themes:





Unit RationaleThe beginnings of human history are vital to studying the emergence of settlements and civilizations that are present in our world today. By studying the tools scientists use to figure out the past, students are able to comprehend how and why history is explained, defined, and understood. The transition between a hunter-gatherer society and permanent settlements lead to the evolution of sophisticated civilizations that explain the way our world is today. In order for students to study history as historians, they will need to develop the skills to find out how and why scientists know what they do about ancient human society.


145



Learning TargetsStandards6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.


Content StatementsHunter/gatherers adapted to their physical environments using resources, the natural world, and technological advancements.

The agricultural revolution led to an increase in population, specialization of labor, new forms of social organization, and the beginning of societies.

Archaeology provides historical and scientific explanations for how ancient people lived.



Leadership abilities develop over time through participation in groups and/or teams that are engaged in challenging or competitive activities.


146



CPI # Cumulative Progress Indicator (CPI)6.2.8.A.1.a Compare and contrast the social organization, natural resources, and land use of early

hunters/gatherers and those who lived in early agrarian societies. 6.2.8.B.1.a Explain the various migratory patterns of hunters/gatherers that moved from Africa to

Eurasia, Australia, and the Americas, and describe the impact of migration on their lives and on the shaping of societies.

6.2.8.B.1.b Compare and contrast how nomadic and agrarian societies used land and natural resources.

6.2.8.C.1.a Describe the influence of the agricultural revolution (e.g., the impact of food surplus from farming) on population growth and the subsequent development of civilizations.

6.2.8.C.1.b Determine the impact of technological advancements on hunter/gatherer and agrarian societies.

6.2.8.D.1.a Demonstrate an understanding of pre-agricultural and post-agricultural periods in terms of relative length of time.

6.2.8.D.1.b Describe how the development of both written and unwritten languages impacted human understanding, development of culture, and social structure.

6.2.8.D.1.c Explain how archaeological discoveries are used to develop and enhance understanding of life prior to written records.


9.1.8.C.2 Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects.

9.1.8.C.3 Model leadership skills during classroom and extra-curricular activities.

Unit Essential Questions� How do people obtain their basic needs?� How did physical geography affect the

development and growth of this society and other societies around the world?

� How did this society’s belief system affect its historical accomplishments?

� What were the beliefs and values of people in this society?

� What types of governments were formed in this society and how did they develop?

� How did this society develop and organize its economic activities?



� How do physical geography, human geography, and the human environment

Unit Enduring Understandings� Tools such as oral traditions, artifacts,

written language, and others are used by archeologists to understand history.

� Learning about a society’s geography can help us understand its history.

� Gradually, our ancestors changed from surviving by hunting and gathering to farming and domesticating animals.

� The advantage of a steady food supply helped early farming settlements to grow into cities.


147



interact to influence or determine the development of cultures, societies, and nations?





Unit Learning TargetsStudents will ...� Identify the tools used to understand history.� Compare and contrast the social organization of early hunters and gatherers to early agrarian

societies.� Explain migratory patterns of hunters/gathers from Africa.� Describe the impact of migration on early humans’ lives.� Evaluate the impact of the agricultural revolution on population growth and the development of

civilizations.� Investigate how archaeological discoveries are used to understand what happen before written

records.� Construct timelines of the events occurring during major eras.� Explain how major events are related to one another in time.� Select and use various geographic representations to compare information about people, places,

regions, and environments.� Use maps and other documents to explain historical migration of people, expansion and

disintegration of empires, and growth of economic and political systems.



148




Equipment needed:Our World’s Story, library online databases, library books, computer laptop cart, art supplies

Teacher Resources:

Clearly Social Studies Grade 6 McGraw-Hill Children’s Publishing, 2002Our World’s Story Harcourt Brace & Company, 1997Making Social Studies Come Alive! Scholastic by Marilyn Kretzer

Suggested Websites:http://www.mesopotamia.co.uk/geography/challenge/cha_set.html http://history-world.org/paleolithic2.htm


149

http://history-world.org/paleolithic2.htm

http://www.mesopotamia.co.uk/geography/challenge/cha_set.html

http://www.fpks.org/rms/library.html




Unit Title: Mesopotamia Civilization


Unit Summary Students will find out how geography made the rise of civilization in the Fertile Crescent possible, then examine Sumer’s first cities and the characteristics of Sumerian religion. Students will compare and contrast the three most important empires of the Fertile Crescent and find out what characterized the Babylonian and Assyrian empires. Students will investigate the achievements of the Persian Empire. In addition, students will evaluate the importance of Hammurabi’s Code and discover how writing developed in Mesopotamia. They will explain how sea power of the Phoenicians helped spread civilization and conclude with looking at the history and traditions of the ancient Israelites.

Primary interdisciplinary connections: Science, Language Arts, 21st Century Life and Careers, and TechnologySuggested Activities:

Math: Tally number of suppliesScience: Irrigation systemsLA: Explore the first form of writing cuneiform Art: Create frescos21st century themes:





Unit Rationale


150



This unit is vital to the study of early history due to the major achievements and accomplishments which allowed civilization to be pushed forward and spread. Geography was the reason why major civilizations began on the Tigris and Euphrates Rivers, and the development of social classes, religions, different jobs, and governments are all evident in this earliest civilization. The legacy of a written code of law and language are the starting point for examining all societies developed after Mesopotamia. Students should understand the whole reason behind the invention of writing in order to fully appreciate ancient society and its values.



Content StatementsEarly river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern Pakistan and northwestern India], and, later, Yellow River Valley in China) developed due to favorable geographic conditions. They created centralized systems of government and advanced societies.




151



Leadership abilities develop over time through participation in groups and/or teams that are engaged in challenging or competitive activities.CPI # Cumulative Progress Indicator (CPI)6.2.8.A.2.a Explain how/why different early river valley civilizations developed similar forms of

government and legal structures. 6.2.8.A.2.b Determine the role of slavery in the economic and social structures of early river valley

civilizations. 6.2.8.B.2.a Determine the extent to which geography influenced settlement, the development of trade

networks, technological innovations, and the sustainability of early river valley civilizations.

6.2.8.B.2.b Compare and contrast physical and political maps of early river valley civilizations and their modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River Valley and Modern Pakistan/India; Ancient China and Modern China), and determine the geopolitical impact of these civilizations, then and now.

6.2.8.C.2.a Explain how technological advancements led to greater economic specialization, improved weaponry, trade, and the development of a class system in early river valley civilizations.

6.2.8.D.2.a Analyze the impact of religion on daily life, government, and culture in various early river valley civilizations.

6.2.8.D.2.b Analyze how the development of written language transformed all aspects of life in early river valley civilizations.

6.2.8.D.2.c Analyze the factors that led to the rise and fall of various early river valley civilizations and determine whether there was a common pattern of growth and decline.

6.2.8.D.2.d Evaluate the importance and enduring legacy of the major achievements of the early river valley civilizations over time.




Unit Essential Questions� How did physical geography affect the







Unit Enduring Understandings� Mesopotamia’s attractive location between

two rivers drew people to settle there.� The Persians created the largest empire the

Fertile Crescent had ever known and tolerated the cultures of many conquered peoples.

� The earliest existing set of written laws, known as Hammurabi’s Code, established rules and punishments for Babylonians.

� Writing in Mesopotamia was first used to keep records.

� Advancements in technology led to greater economic specialization, trade, weapons, etc.

� The developments of various Mesopotamian empires have influenced our modern world today.


152









Unit Learning TargetsStudents will ...� Construct a map depicting the important features of the Fertile Crescent.� Describe the pros and cons of river flooding.� Compare and contrast the societies of Babylonia and Assyria.� Evaluate the importance of Hammurabi’s Code.� Draw conclusions about the culture of the Mesopotamians by analyzing primary source

documents.� Analyze the purposes writing served in Mesopotamia.� Consider the importance of the Persian’s empire impact on the modern world.� Construct timelines of the events occurring during major eras.� Explain how major events are related to one another in time.� Select and use various geographic representations to compare information about people, places,




153






Teacher Resources:Movie: Explanation of Mesopotamia

Clearly Social Studies Grade 6 McGraw-Hill Children’s Publishing, 2002Our World’s Story Harcourt Brace & Company, 1997

Suggested Websites:http://www.mesopotamia.co.uk/


154

http://www.mesopotamia.co.uk/





Unit Title: Ancient Egypt


Unit Summary Students will explore how the geography of the Nile changes as the river runs its course and also about the first communities that appeared along this famous river. Students will evaluate the Nile River as a source of trade and communication, and investigate kinship in ancient Egypt. Next, students will compare and contrast the major accomplishments of the three kingdom periods and understand what characterized each kingdom. Later, students will explore Egyptian religion, including myths, gods, goddesses, afterlife, and this connection to Egyptians’ daily lives. In addition, students will learn about typical ancient Egyptian culture, how writing was used, and advances made in science and medicine.

Primary interdisciplinary connections: Language Arts, 21st Century Life and Careers, and TechnologySuggested Activities:

Math: Geometry – Find the area of trianglesScience: Astronomy LA: Essays21st century themes:





Unit RationaleThe unit of ancient Egypt provides students with an in-depth look at one of our world’s first great civilizations. This unit offers a vivid illustration of the connection between geography and history using


155



the Nile River. In addition, ancient Egypt and Nubia present early examples of the trading of goods, materials, food, and most importantly ideas. Recent discoveries and the media’s fascination with this time period bestows many wonderful investigative opportunities for our students to learn not only about the pharaohs but about the skills and dedication needed to uncover history.








156



CPI # Cumulative Progress Indicator (CPI)6.2.8.A.2.a Explain how/why different early river valley civilizations developed similar forms of

government and legal structures. .

6.2.8.A.2.b Determine the role of slavery in the economic and social structures of early river valley civilizations.

6.2.8.B.2.a Determine the extent to which geography influenced settlement, the development of trade networks, technological innovations, and the sustainability of early river valley civilizations.





6.2.8.D.2.c Analyze the factors that led to the rise and fall of various early river valley civilizations and determine whether there was a common pattern of growth and decline












� How have economic, political, and cultural decisions promoted or prevented the growth of personal freedom, individual

Unit Enduring Understandings� The Nile River provided the ancient

Egyptian and Nubian peoples with water, food, fertile soil, and other materials.

� The Nile River and its valley were central trade routes for Egyptians and Nubians.

� Egyptian kings had absolute power and were thought to be gods.

� Egyptians were deeply religious and believed in several gods and goddesses.

� Egyptians believed in life after death and carefully prepared their dead for the afterlife.

� The Egyptian social order resembled a pyramid, with the pharaoh at the top, and the largest class, the peasants, at the base.

� The ancient Egyptians used a pictorial writing system similar to that use in Mesopotamian civilizations.


157



responsibility, equality, and respect for human dignity?







� Apply map skills by identifying significant locations in ancient Egypt and Nubia.� Analyze the challenges and benefits of living along the Nile River.� Organize information about Egypt three kingdom periods.� Illustrate the vital resources obtained by the Egyptians and Nubians from their physical

surroundings.� Devise a step-by-step method for mummification.� Synthesize features of the different ancient Egyptian social classes.� Evaluate the influence of ancient Egyptian science and medicinal accomplishments.� Determine the role of slavery in the daily life of ancient Egypt.� Construct timelines of the events occurring during major eras.� Explain how major events are related to one another in time.� Select and use various geographic representations to compare information about people, places,


disintegration ofempires, and growth of economic and political systems.� Compare and contrast differing interpretations of current and historical events.� Assess the credibility of sources by identifying bias and prejudice in documents, media, and

computer-generated information.


158



� Select and analyze information from a variety of sources to present a reasoned argument or position in a written and/or oral format.




Teacher Resources:

Suggested Materials:

Clearly Social Studies Grade 6 McGraw-Hill Children’s Publishing, 2002Our World’s Story Harcourt Brace & Company, 1997Pyramids! 50 Hands-on Activities to Experience Ancient Egypt, Williamson Publishing, 1997Ancient Egypt, Milliken Publishing Co.Ancient Egypt Independent Learning Unit, by Lorraine Conwayhttp://www.guardians.net/egypt/sphinx/ - Secrets of the Sphinxhttp://www.touregypt.net/kings.htm - Pharaohswww.ancientegypt.co.uk - Interactive unit on Egypthttp://www.pekin.net/pekin108/wash/webquest/ - King Tuthttp://historylink101.com/ancient_egypt.htm http://www.schoolhistory.co.uk/primarylinks/ancientegypt.html - Egyptian websiteshttp://edweb.sdsu.edu/courses/edtec670/egypt/titlescreen.html


159

http://edweb.sdsu.edu/courses/edtec670/egypt/titlescreen.html

http://www.schoolhistory.co.uk/primarylinks/ancientegypt.html

http://historylink101.com/ancient_egypt.htm

http://www.pekin.net/pekin108/wash/webquest/

http://www.ancientegypt.co.uk/

http://www.touregypt.net/kings.htm

http://www.guardians.net/egypt/sphinx/





Unit Title: Ancient Africa


Unit Summary Students will begin the unit about ancient Africa by exploring the diverse physical geography of the continent of Africa and its impact on the Bantu migrations. After examining the cultural characteristics of the Bantu people, students will learn about the trading kingdoms of the West African savanna. After investigating the kingdoms in the savanna, students will move onto the West African rain forest kingdoms. Students will illustrate how the geography of these two places affected their history and culture. Finally, students will explore East Africa’s trading centers and discover how and why the coastal cities of East Africa were important.

Primary interdisciplinary connections: Language Arts, 21st Century Life and Careers, Science, and Technology






Unit RationaleInvestigating the history of ancient Africa gives students important background information for understanding the role of Africa during the age of navigation and colonial expansion. A focus on the importance of trade, geography, resources, and religion sets the stage for students to recognize Africa’s significance to the progression of events and outcomes in later history.



160



6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.


Content StatementsThe emergence of empires (i.e., Asia, Africa, Europe and the Americas) resulted from the promotion of interregional trade, cultural exchanges, new technologies, urbanization, and centralized political organization.

The rise and spread of new belief systems unified societies, but they also became a major source of tension and conflict.

While commercial and agricultural improvements created new wealth and opportunities for the empires, most people’s daily lives remained unchanged.



Leadership abilities develop over time through participation in groups and/or teams that are engaged in challenging or competitive activities.CPI # Cumulative Progress Indicator (CPI)


161



6.2.8.A.4.a Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations.

6.2.8.B.4.a Explain how geography influenced the development of the political, economic, and cultural centers of each empire as well as the empires’ relationships with other parts of the world.

6.2.8.B.4.b Assess how maritime and overland trade routes (i.e., the African caravan and Silk Road) impacted urbanization, transportation, communication, and the development of international trade centers.

6.2.8.B.4.c Determine how Africa’s physical geography and natural resources presented challenges and opportunities for trade, development, and the spread of religion.

6.2.8.B.4.d Explain why the Arabian Peninsula’s physical features and location made it the epicenter of Afro-Eurasian trade and fostered the spread of Islam into Africa, Europe, and Asia.

6.2.8.B.4.e Analyze the motivations for civilizations to modify the environment, determine the positive and negative consequences of environmental changes made during this time period, and relate these changes to current environmental challenges.

6.2.8.C.4.a Explain how and why the interrelationships among improved agricultural production, population growth, urbanization, and commercialization led to the rise of powerful states and kingdoms (i.e., Europe, Asia, Americas).

6.2.8.C.4.c Explain how the development of new business practices and banking systems impacted global trade and the development of a merchant class.

6.2.8.C.4.d Analyze the relationship between trade routes and the development of powerful city-states and kingdoms in Africa.

6.2.8.D.4.a Analyze the role of religion and economics in shaping each empire’s social hierarchy, and evaluate the impact these hierarchical structures had on the lives of various groups of people

6.2.8.D.4.b Analyze the causes and outcomes of the Crusades from different perspectives, including the perspectives of European political and religious leaders, the crusaders, Jews, Muslims, and traders

6.2.8.D.4.c Assess the demographic, economic, and religious impact of the plague on Europe.

6.2.8.D.4.i Explain how and why Islam spread in Africa, the significance of Timbuktu to the development and spread of learning, and the impact Islam continues to have on African society.

6.2.8.D.4.j Compare the major technological innovations and cultural contributions of the civilizations of this period and justify which represent enduring legacies.








Unit Enduring Understandings� Both sea and land trade routes led to the

development of urbanized centers, impacted communication, spread religion, and increased transportation abilities.

� Both Christianity and Islam flourished in Africa and were both affected by physical geography.


162












� Trade was affected by physical geography.� Powerful trading kingdoms in the west

savanna rose and fell during a period of hundreds of years.

� Cities in ancient Africa grew in size and grew rich from trade with other lands for valuable African resources such as gold and salt

Unit Learning TargetsStudents will ...� Explain how geography influenced the development of the political, economic, and cultural

centers of each ancient African kingdom.� Analyze how the introduction of Christianity and Islam both united and divided people. ·

Determine how Africa’s physical geography and natural resources posed challenges and opportunities for trade and development.

� Apply map skills by identifying significant locations in ancient Africa.


163



� Organize information about the major trading kingdoms in ancient Africa.� Give examples of similarities and differences between the various kingdoms.� Asses how land and sea trade routes initiated urbanization and increased communication.� Analyze the relationship between trade routes and the development of powerful city-states and

kingdoms in Africa.� Construct timelines of the events occurring during major eras.� Explain how major events are related to one another in time.� Select and use various geographic representations to compare information about people, places,


disintegration of empires, and growth of economic and political systems.� Compare and contrast differing interpretations of current and historical events.� Assess the credibility of sources by identifying bias and prejudice in documents, media, and

computer-generated information.




Teacher Resources:

Clearly Social Studies Grade 6 McGraw-Hill Children’s Publishing, 2002Our World’s Story Harcourt Brace & Company, 1997

http://www.42explore2.com/africa.htm


164

http://www.42explore2.com/africa.htm





165




Unit Title: Ancient China


Unit Summary To begin the unit on ancient China, students will examine the geography of ancient China and its effects on civilization. After finding out about early civilization in China, students will explore the importance of family ties in early Chinese society. Next, students will investigate the life, teachings, and impact of Confucius on Chinese society. Afterwards, students will learn about the rise of Qin dynasty and Shi Huangdi’s attempts to unite the economy and culture of China. In addition, students will examine the actions of the Han dynasty’s leaders. Lastly, students will explore the Silk Road, find out about the Han dynasty’s respect for tradition and learning, and discover the important advances in technology that were made in China during the Han dynasty.

Primary interdisciplinary connections: Language Arts, Art, 21st Century Life and Careers, and TechnologySuggested Activities:

Science: Study the climates of AsiaLA: Write journals depicting life in the Asian Civilizations21st century themes:





Unit RationaleThe unit of ancient China provides students with a continuing perspective on geography and how it affects and forms history and culture. Students can apply a global perspective by investigating how various


166



ancient civilizations dealt with potentially dangerous nearby rivers (Mesopotamia, Egypt, etc.) In addition, understanding the isolation that ancient China underwent and the establishment of the Silk Road helps students recognize the importance effects of geography, trade, transportation, and communication of ideas.




Classical civilizations (i.e., Greece, Rome, India and China) developed and expanded into empires of unprecedented size and diversity by creating centralized governments and promoting commerce, a common culture, and social values.

Cultural exchange and diffusion dramatically increased, and enduring world religions emerged, during the era of classical civilizations.

Classical civilizations declined as a result of internal weaknesses and external invasions, but they left lasting legacies for future civilizations.


167






CPI # Cumulative Progress Indicator (CPI)6.2.8.A.2.a Explain how/why different early river valley civilizations developed similar forms of








6.2.8.D.2.c Analyze the factors that led to the rise and fall of various early river valley civilizations and determine whether there was a common pattern of growth and decline.


6.2.8.A.3.a Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic structures) used by the rulers of Rome, China, and India to control and unify their expanding empires.

6.2.8.A.3.b Compare and contrast the rights and responsibilities of free men, women, slaves, and foreigners in the political, economic, and social structures of classical civilizations.

6.2.8.A.3.e Compare and contrast the American legal system with the legal systems of classical civilizations, and determine the extent to which these early systems influenced our current legal system.

6.2.8.B.3.a Determine how geography and the availability of natural resources influenced the development of the political, economic, and cultural systems of each of the classical civilizations and provided motivation for expansion.

6.2.8.C.3.a Analyze the impact of expanding land and sea trade routes as well as a uniform system of exchange in the Mediterranean World and Asia.

6.2.8.C.3.b Explain how classical civilizations used technology and innovation to enhance agricultural/manufacturing output and commerce, to expand military capabilities, to


168



improve life in urban areas, and to allow for greater division of labor. 6.2.8.D.3.a Compare and contrast social hierarchies in classical civilizations as they relate to power,

wealth, and equality. 6.2.8.D.3.b Determine common factors that contributed to the decline and fall of the Roman

Empire, Gupta India, and Han China. 6.2.8.D.3.c Evaluate the importance and enduring legacy of the major achievements of Greece,

Rome, India, and China over time.6.2.8.D.3.d Compare and contrast the tenets of various world religions that developed in or

around this time period (i.e., Buddhism, Christianity, Confucianism, Islam, Judaism, Sikhism, and Taoism), their patterns of expansion, and their responses to the current challenges of globalization.

6.2.8.D.3.e Determine the extent to which religion, economic issues, and conflict shaped the values and decisions of the classical civilizations.













� How can individuals, groups, and societies apply economic reasoning to make difficult choices about scarce resources? What

Unit Enduring Understandings� Flooding rivers, monsoon rains, and

mountain and ocean barriers greatly affected China’s early peoples.

� The family, headed by the eldest male, was at the heart of early Chinese society.

� Confucianism stated that a peaceful, orderly society was possible only when rulers treated others justly.

� Confucianism reformed Chinese government by requiring that civil service workers be hired based on merit.

� Under the Qin dynasty, some attempts to unify China’s economy and culture benefited the people, while others cause unrest.

� The Silk Road opened China to trade with the lands to the west.

� The Chinese made many advances in learning and technology under the Han dynasty.


169



are the possible consequences of these decisions for individuals, groups, and societies? How have scientific and technological developments over the course of history changed the way people live and economies and governments function?



Unit Learning TargetsStudents will ...� Apply map skills by identifying significant locations in ancient China. � Analyze the challenges and benefits of living along the Huang and Yellow River.� Identify significant regions in ancient China, including the North China Plain, the South China

Sea, the Gobi Desert, and the Himalayas.� Synthesize information on important dynasties included in ancient China’s history.� Analyze the impact of Confucianism on daily life, government, and culture.� Determine how geography and the availability of natural resources influenced the development of

the political, economic, and cultural systems of ancient China.� Justify some of the major achievements of ancient China.� Compare and contrast the methods used by the rulers of China to control and unify their expanding

empires.� Construct timelines of the events occurring during major eras.� Explain how major events are related to one another in time.� Select and use various geographic representations to compare information about people, places,






170




Equipment needed: Our World’s Story, library online databases, library books, computer laptop cart, art supplies

Teacher Resources:Suggested Materials:

Clearly Social Studies Grade 6 McGraw-Hill Children’s Publishing, 2002

Our World’s Story Harcourt Brace & Company, 1997

Hands-on Culture of Southeast Asia by Kate O’Halloran, Walch Publishing 1998

Hands-on Culture of Japan by Kate O’Halloran, Walch Publishing 1998

Suggested Websites:http://www.ancientchina.co.uk/menu.html


171

http://www.ancientchina.co.uk/menu.html





Unit Title: Ancient India


Unit Summary Students will begin the unit by examining the role of geography in India and the Indus River Valley and the rise of a new culture in the Indus and Ganges river valleys. Students will explore the beginning of Hinduism and learn about the teachings and practices of Hinduism. Next, students will investigate the history of the Buddha, his teachings, and how Buddhism was received inside and outside India. Finally, students will examine the rise of the Maurya Empire, study Asoka’s leadership, and characteristics of the Gupta Empire.

Primary interdisciplinary connections: Language Arts, Art, 21st Century Life and Careers, and Technology






Unit RationaleThe unit of ancient India continues the strong theme of geographical impact on civilization while introducing students to ancient religions that have had a profound affect throughout history and in our modern world today. Hinduism and Buddhism rank among the world’s largest religions and studying the history and practices of these religions allows students to understand the unique and lasting characteristics of these religions. Learning about these customs gives students the opportunity to embrace cultural understanding and differences.

Learning Targets


172



Standards6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.



Classical civilizations (i.e., Greece, Rome, India and China) developed and expanded into empires of unprecedented size and diversity by creating centralized governments and promoting commerce, a common culture, and social values.




Collaboration and teamwork enable individuals or groups to achieve common goals with greater


173



efficiency.

Leadership abilities develop over time through participation in groups and/or teams that are engaged in challenging or competitive activities.CPI # Cumulative Progress Indicator (CPI)6.2.8.A.2.a Explain how/why different early river valley civilizations developed similar forms of






6.2.8.A.3.a Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic structures) used by the rulers of Rome, China, and India to control and unify their expanding empires.




6.2.8.C.3.b Explain how classical civilizations used technology and innovation to enhance agricultural/manufacturing output and commerce, to expand military capabilities, to improve life in urban areas, and to allow for greater division of labor.

6.2.8.D.3.a Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality.

6.2.8.D.3.b Determine common factors that contributed to the decline and fall of the Roman Empire, Gupta India, and Han China.

6.2.8.D.3.c Evaluate the importance and enduring legacy of the major achievements of Greece, Rome, India, and China over time.

6.2.8.D.3.d Compare and contrast the tenets of various world religions that developed in or around this time period (i.e., Buddhism, Christianity, Confucianism, Islam, Judaism, Sikhism, and Taoism), their patterns of expansion, and their responses to the current challenges of globalization.





Unit Essential Questions Unit Enduring Understandings


174



� How did physical geography affect the development and growth of this society and other societies around the world?












� India’s geographic setting limited the contact the ancient peoples of the Indian subcontinent had with the rest of the world.

� Aryans migrated in great waves from central Asia into India, influencing Indian life and culture.

� Hinduism is a complex religion that developed over a span of about 3,500 years.

� Hindus believed in nonviolence, and that good behavior will be rewarded and bad behavior will be punished.

� Buddhism flourished in India, along with Hinduism, but eventually it declined there. Missionaries carried the Buddha’s message throughout Asia.

� Various rulers throughout this time lead to the expansion of the empire, but also the eventual decline due to internal conflicts, invasions, etc.

� Printing cloth, scholarly work, writings, and advances in mathematics were expanded under the Gupta Empire.

Unit Learning Targets


175



Students will ...� Identify important cities, rivers, landforms, etc., on a map of ancient India.� Express the impact of physical geography on the development of civilization in ancient India.� Compare and contrast the methods used by Indian rulers to control their empire to other ancient

rulers.� Determine the extent to which Hinduism and Buddhism shaped the values of ancient India.� Demonstrate the role of geography in the spread of major religions.� Evaluate the importance of the legacies of ancient India.� Construct timelines of the events occurring during major eras.� Explain how major events are related to one another in time.� Select and use various geographic representations to compare information about people, places,






Teacher Resources:

Great World Religions: Buddism by Mark W. Muesse

Great World Religions: Hinduism by Mark W. Muesse


176





Unit Title: Ancient Greece


Unit Summary Ancient Greece is a comprehensive unit that covers in-depth topics, which characterize this first great civilization. Students will begin the unit by investigating how the geography of ancient Greece influenced the development of Greek civilization. Students will examine early Greek history along with the development of democracy. Students will then identify the religious beliefs of the ancient Greeks and explore how the Greeks searched for knowledge about their world. Students will describe the relationship between the rise of democracy and the spread of new ideas in Greek city-states. Students will examine daily life in Athens including the home life, slavery, and public life. Next, students will investigate life in Sparta, effects of the Persian invasions, and the conflicts that the Athenian empire faced. Afterwards, students will learn how King Phillip of Macedonia came to power and how Alexander the Great built his empire. Students will understand what role the conquests of Alexander the Great played in spreading Greek culture.

Primary interdisciplinary connections: Language Arts, Art, 21st Century Life and Careers, and TechnologySuggested Activities:

Math: Time Line, Study Ptolemy, & GeometryScience: AstronomyLA: Theatre, Greek Myths21st century themes:






177



Unit RationaleThe unit on ancient Greece is vital to the study of all other periods of history because it is the birthplace of aspects of government that are staples in our modern democracy today. Other features of this civilization are still present today, for example architecture. There are a large amount of primary sources from this era that give students the opportunity to investigate the lives of the ancient Greeks, many as told through famous literary writers such as Homer. In addition, studying the religious beliefs of the ancient Greeks allows students to understand how ancient peoples explained natural phenomena.



Content StatementsClassical civilizations (i.e., Greece, Rome, India and China) developed and expanded into empires of unprecedented size and diversity by creating centralized governments and promoting commerce, a common culture, and social values.




178





Leadership abilities develop over time through participation in groups and/or teams that are engaged in challenging or competitive activities.CPI # Cumulative Progress Indicator (CPI)6.2.8.A.3.b Compare and contrast the rights and responsibilities of free men, women, slaves, and

foreigners in the political, economic, and social structures of classical civilizations.6.2.8.A.3.c Determine the foundational concepts and principles of Athenian democracy and the Roman

Republic that later influenced the development of the United States Constitution.6.2.8.A.3.d Compare the status (i.e., political, economic, and social) of groups in the Ancient

World to those of people today, and evaluate how individuals perceived the principles of liberty and equality then and now.



6.2.8.B.3.b Explain how geography and the availability of natural resources led to both the development of Greek city-states and to their decline.











Unit Essential Questions Unit Enduring Understandings


179



� How did physical geography affect the development and growth of this society and other societies around the world?












� The geography of ancient Greece encouraged the growth of independent communities that shared a common culture.

� Greece’s traditionally independent cities provided the foundation for government rule by people.

� Greeks worshipped many different gods and goddesses, which explained natural phenomena.

� Men and women conducted different business in ancient Athens. Slaves were common.

� Life in ancient Sparta was strictly ruled by the state in order to create a powerful army.

� Alexander the Great expanded Greek culture westward.



180



� Investigate how the geography of ancient Greece influenced the development of Greek civilization.

� Examine early Greek history along with the development of democracy.� Identify the religious beliefs of the ancient Greeks and explore how the Greeks searched for

knowledge about their world.� Describe the relationship between the rise of democracy and the spread of new ideas in Greek city-

states.� Justify the legacies of ancient Greece.� Compare and contrast the roles and responsibilities of citizens in Athens and Sparta to those of

United States citizens today.� Evaluate how citizens perceived the principles of liberty and equality then and now.� Determine the foundational concepts and principles of Athenian democracy and the Roman

Republic that later influenced the development of the United States Constitution.� Construct timelines of the events occurring during major eras.� Explain how major events are related to one another in time.� Select and use various geographic representations to compare information about people, places,





Equipment needed: Our World’s Story, library online databases, library books, computer laptop cart, art supplies

Teacher Resources:

Suggested Materials:Movie: Ancient Greece




The atlas of the classical world: ancient Greece and ancient Rome by Piero, 1997

Books:


181




-Book of Greek Myths-Aesop’s Fables-Excerpts from the Iliad & Odyssey

Suggested Websites:http://search.atomz.com/search/?sp-q=greece&sp-a=00081a41-sp00000001 Great Websites and worksheets

http://mythweb.com/index.html


182

http://mythweb.com/index.html

http://search.atomz.com/search/?sp-q=greece&sp-a=00081a41-sp00000001



Table of Contents






Ancient Americas Pacing Guide – Click Here

Ancient Rome Pacing Guide – Click Here

Civilizations Asia Pacing Guide – Click Here

Ancient Arabia Pacing Guide – Click Here

Middle Ages Pacing Guide – Click Here

Exploration & Colonization Pacing Guide – Click Here


183



Economy Pacing Guide – Click Here


184




Location Identify location of major regions, countries cities, landforms and bodies of water worldwide

Identify relative location of places in the ancient and medieval world

Place Describe topography, climate, resources and cultural groups worldwide


Formulate causes for differences in topography, climate and resource allocation worldwide

Analyze effects of topography, climate and resources on how people live worldwide

Examine how people worldwide have influenced the region in which they live

Movement Define culture and explain how cultural groups develop and change

Evaluate how developments in technology have led to increased global interdependence

Interpret maps, charts, graphs, timelines and tables related to the present day world

Regions Compare and contrast life in world regions


185




Unit Title: Ancient Americas


Unit Summary This unit will explore the civilizations that existed in the Americas before the arrival of the Europeans. Students will firstly investigate the geography of Central and South America and its relationships to the empires of the Incas, Aztecs, and Mayans. Students will identify important aspects of the Incan government, daily life, lasting achievements, and how they managed their extensive empire. Next, students will collect information about the Mayan culture, focusing on their religion, agricultural achievements, and eventual decline. Finally, students will explore the founding of the Aztec empire, including their adaptation to their local geography. Lastly, students will investigate Aztec religion, learning, and social hierarchy. Students will appraise the Spanish conquistadors invasion of the Aztec empire.

Primary interdisciplinary connections: Language Arts, 21st Century Life and Careers, Science, and TechnologySuggested Activities:

Math: Graphs comparing populations, Compare latitude and longitude lines to a line graphScience: Environmental Changes, study agriculture21st century themes:





Unit RationaleThis unit investigates three of the major pre-Columbian civilizations that dominated Central and South America. This unit not only gives students vital background information for learning about the Age of Exploration and the Columbian Exchange, but gives students the opportunity to see just how sophisticated


186



and refined these civilizations really were. Since these civilizations were developed closer to the Age of Exploration, students may see them as relatively uncivilized compared to the sophistication of the European explorers- some of them whom conquered the Aztec empire. In many cases, however, these ancient cultures were highly intelligent and refined in areas that the Europeans were not. Consequently, it is important for students to understand and appreciate the complexities of these ancient civilizations.








187




Leadership abilities develop over time through participation in groups and/or teams that are engaged in challenging or competitive activities.CPI # Cumulative Progress Indicator (CPI)6.2.8.A.4.a Analyze the role of religion and other means rulers used to unify and centrally govern

expanding territories with diverse populations.6.2.8.B.4.a Explain how geography influenced the development of the political, economic, and

cultural centers of each empire as well as the empires’ relationships with other parts of the world.



6.2.8.B.4.h Explain how the locations, land forms, and climates of Mexico, Central America, and South America affected the development of Mayan, Aztec, and Incan societies, cultures, and economies.


6.2.8.C.4.b Determine the extent to which interaction between the Islamic world and medieval Europe increased trade, enhanced technology innovation, and impacted scientific thought and the arts.


6.2.8.D.4.b Analyze the causes and outcomes of the Crusades from different perspectives, including the perspectives of European political and religious leaders, the crusaders, Jews, Muslims, and traders.









Unit Enduring Understandings� The varied geography and climate of the

Americas produced a diversity of Native American peoples and culture.

� The Incas ruled a large, highly organized mountain empire in South America. Their


188













accomplishments included long-lasting stone structures.

� Mayan civilization was based on farming, which supported cities throughout the Yucatan Peninsula.

� The Aztecs used conquest to rule a rich and powerful empire of diverse peoples in Middle America.

� The Incas, Aztecs, and Mayas were sophisticated civilizations whose mysteries are still being explored today.

Unit Learning TargetsStudents will ...� Identify the locations of the Aztec, Mayan, and Incan empires.� Explain how the locations, landforms, and climates of Mexico, Central America, and South

America affected the development of Mayan, Aztec, and Incan societies, cultures, and economies.� Illustrate the role of religion and economics in shaping each empire’s social hierarchy.


189



� Compare and contrast the major technological innovations and cultural contributions of the civilizations of this period.

� Hypothesize why the Mayans and Incas abandoned their cities.� Justify which major technological innovations and cultural contributions represent enduring

legacies.� Demonstrate the use of compromise, consensus, and community building strategies for carrying

out different tasks, assignments, and projects.� Construct timelines of the events occurring during major eras.� Explain how major events are related to one another in time.� Select and use various geographic representations to compare information about people, places,


disintegration of empires, and growth of economic and political systems.� Select and analyze information from a variety of sources to present a reasoned argument or

position in a written and/or oral format.




Teacher Resources:




Your travel guide to ancient Mayan civilization by Nancy Day, 2001

The ancient Aztecs by Liz Sonneborn, 2005

http://www.kn.att.com/wired/fil/pages/listthefirski.html


190

http://www.kn.att.com/wired/fil/pages/listthefirski.html





191




Unit Title: Ancient Rome


Unit Summary Students will begin the unit of ancient Rome by examining the geography and how it affected early Roman settlement. Students will investigate how Romans formed a republic and identify the reasons that the Roman Republic went into decline. Later, students will analyze how Rome ruled an empire, understand the Greek influence on Rome, and identify key aspects of Roman architecture, law, and technology. Students will examine the social structure of ancient Rome, including family life, slavery, the rich, the poor, and citizenship. Next, students will investigate the rise of Christianity in the Roman Empire, discover how it spread throughout the empire, and understand the Roman government’s reaction to the growth of Christianity. Finally, students will explore and analyze how various factors contributed to the fall of the Roman Empire.

Primary interdisciplinary connections: Language Arts, Science, 21st Century Life and Careers, and TechnologySuggested Activities:

Math: Geometry of cylinders related to columnsScience: Environmental issuesLA: Poetry, Create your own mythsArt: Sculptures21st century themes:






192



Unit RationaleAncient Rome is a unit that is essential to any study of ancient civilizations. The innovations of cultures such as Greece and Rome include various practices that we use today in our own world. There are direct influences from ancient Rome in features such as architecture, politics, government, medicine, philosophy, city planning, literature, etc. Our history as a global culture stems from this and other great civilizations and students will be able to understand how the past is intimately related to the present.







193





Leadership abilities develop over time through participation in groups and/or teams that are engaged in challenging or competitive activities.CPI # Cumulative Progress Indicator (CPI)6.2.8.A.3.a Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic

structures) used by the rulers of Rome, China, and India to control and unify their expanding empires.


6.2.8.A.3.c Determine the foundational concepts and principles of Athenian democracy and the Roman Republic that later influenced the development of the United States Constitution.














development and growth of this society and

Unit Enduring Understandings� Rome’s geographic setting helped the city

grow into an important civilization.


194



other societies around the world?� How did this society’s belief system affect

its historical accomplishments?� What were the beliefs and values of people

in this society?� What types of governments were formed

in this society and how did they develop?� How did this society develop and organize

its economic activities?� How do citizens, civic ideals, and








� Rome’s early ruling people, the Etruscans, were overthrown by Romans who established a Republic as a reaction.

� The expanding Roman Empire was a challenge for Augustus and other emperors who ruled it.

� The Greeks influenced Roman learning and religion.

� The Romans were masters at creating large public buildings, road networks, and aqueducts.

� Roman law spread throughout the empire and continues to influence civilizations today.

� There were very few rich, and many poor, people in ancient Rome.

� Slavery was common in ancient Rome.� As Christianity spread, Roman officials

viewed Christians as enemies and persecuted them.� Political, economic, and other problems

brought about the decline of the Roman Empire.

Unit Learning TargetsStudents will ...� Examine the geography and how it affected early Roman settlement.


195



� Investigate how Romans formed a republic and identify the reasons that the Roman Republic went into decline.

� Identify key aspects of Roman architecture, law, and technology.� Determine the foundational concepts and principles of the Roman Republic that later influenced

the development of the United States Constitution.� Analyze the social structure of ancient Rome, including family life, slavery, the rich, the poor, and

citizenship.� Compare the golden ages of Greece, Rome, India, and China, and justify major achievements that

represent world legacies.� Survey the impact of expanding land and sea trade routes through the Mediterranean Basin to

other parts of the Roman Empire.� Synthesize how various factors contributed to the fall of the Roman Empire.� Compare and contrast the methods used by the rulers to control and unify their expanding empires.� Construct timelines of the events occurring during major eras.� Explain how major events are related to one another in time.� Select and use various geographic representations to compare information about people, places,


disintegration of empires, and growth of economic and political systems.� Select and analyze information from a variety of sources to present a reasoned argument or





Teacher Resources:

Movies: -Roman Empire-Pompeii





196




Ancient Rome by Simon James

The art of ancient Rome by Shirley Glubok

The atlas of the classical world: ancient Greece and ancient Rome by Piero, 1997

Suggested Websites:http://www.schoolhistory.co.uk/primarylinks/romans.html

http://www.schoolhistory.co.uk/year7links/romans_worksheets.shtml


197

http://www.schoolhistory.co.uk/year7links/romans_worksheets.shtml

http://www.schoolhistory.co.uk/primarylinks/romans.html




Unit Title: Civilizations Asia


Unit Summary This unit will introduce students to civilizations that thrived in China, Japan, and India during the medieval period. Students will begin by investigating the geographical relationships between medieval China, Japan, and India. Students will examine the accomplishments and characteristics of the Golden Age of China, the Tang and Song dynasties, and the Mongol rule of China. Next, students will explore the changes that occurred during the Heian period of Japanese history and investigate feudalism and the rule of the shoguns in Japan. Finally, students will collect information about the geography of the Indian subcontinent, learn about the Delhi Sultanate, a period of Muslim rule, and discover the founding history and achievements of the Mughal Empire.

Primary interdisciplinary connections: Language Arts, 21st Century Life and Careers, Science, and Technology






Unit RationaleThe unit of medieval Asia provides students another perspective on the world at this time other than the common European viewpoint. Students are able to compare and contrast what is going on in Asia and Europe within this time period. In addition, students are able to recognize and appreciate the lasting legacies that came from medieval Asia, including the printing press, gunpowder, the compass, and a smallpox vaccine.


198











199




expanding territories with diverse populations.6.2.8.A.4.b Compare and contrast the Japanese and European systems of feudalism and the

effectiveness of each in promoting social, economic, and political order. 6.2.8.B.4.a Explain how geography influenced the development of the political, economic, and

cultural centers of each empire as well as the empires’ relationships with other parts of the world.

6.2.8.B.4.b Assess how maritime and overland trade routes (i.e., the African caravan and Silk Road) impacted urbanization, transportation, communication, and the development of international trade centers



6.2.8.B.4.f Explain how the geographies and climates of Asia, Africa, Europe, and the Americas influenced their economic development and interaction or isolation with other societies.


6.2.8.C.4.b Determine the extent to which interaction between the Islamic world and medieval Europe increased trade, enhanced technology innovation, and impacted scientific thought and the arts.


6.2.8.D.4.a Analyze the role of religion and economics in shaping each empire’s social hierarchy, and evaluate the impact these hierarchical structures had on the lives of various groups of people.

6.2.8.D.4.b Analyze how religion both unified and divided people.


6.2.8.D.4.g Evaluate the importance and enduring legacy of the major achievement of the people living in Asia, Africa (Islam), Europe, and the Americas over time.







Unit Enduring Understandings� The Tang dynasty began China’s Golden

Age, which increased Chinese territory and Chinese culture and trade flourished.


200














� The Song dynasty expanded the merit system and promoted the spread of knowledge.

� Samurai and shoguns took control away from the Japanese emperor and closed Japan to outsiders.

� During the Delhi Sultanate, Muslim rulers called sultans ruled India.

� Mongols conquered India and established the Mughal Empire.

� The Japanese developed an economic system of feudalism in which poor people are legally bound to work for wealthy landowners.

Unit Learning TargetsStudents will ...� Identify the empires of medieval China, India, and Japan while applying map skills.� Analyze the Japanese system of feudalism and its effectiveness in promoting social, economic, and

political order.


201



� Conclude how geography influenced the development of the political, economic, and cultural centers of medieval China, Japan, and India as well as the empires’ relationships with other parts of the world.

� Explain how the geographies of China and Japan influenced their development and their relationship with one another.

� Evaluate the impact of Japan’s isolation and its long-term effects.� Organize information on class systems and hierarchy in each civilization.� Analyze the immediate and long-term impact on China and Europe of the open exchange between

Europe and the Yuan (Mongol) Dynasty.� Appraise the lasting achievements of these medieval civilizations.� Construct timelines of the events occurring during major eras.� Explain how major events are related to one another in time.� Select and use various geographic representations to compare information about people, places,

regions, and environments.� Use maps and other documents to explain historical migration of people, expansion and disintegration

of empires, and growth of economic and political systems.� Compare and contrast differing interpretations of current and historical events.� Assess the credibility of sources by identifying bias and prejudice in documents, media, and computer-

generated information.� Select and analyze information from a variety of sources to present a reasoned argument or position in

a written and/or oral format.




Teacher Resources:



The ancient South Asian World by Jonathan M. Kenoyer, 2005

Southeast Asia: History, Culture, People. Cherry Gilchrist, 1999.

Stories of the Silk Road by Cherry Gilchrist, 1999.


202





203




Unit Title: Ancient Arabia and Southwest Asia


Unit Summary In this unit, students will investigate the Byzantine Empire, the religion of Islam, and the golden age of the Muslim civilization. First, students will analyze the geographical advantages of Constantinople and learn how the Byzantine Empire grew in power. Students will examine the Age of Justinian and analyze his impact on the later years of the empire. Next, students will explore the beginnings of Islam, its practices and beliefs, and how the religion impacts Muslim’s daily lives. Students will investigate the spread of Islam across several continents and the impact of lasting achievements during the Golden Age of the Muslim Empire.

Primary interdisciplinary connections: Language Arts, Art, 21st Century Life and Careers, Science, and Technology






Unit RationaleThe topics and achievements discussed in this unit are vital to a study of emerging modern-day civilizations in our world culture due to the important legacies the Muslim Empire has left us. Modern-day Constantinople-Istanbul still dominates as a city of strong culture, religion, language, and influence. An intense study of its geography gives students the skill to understand (and predict) how geography affects history. Furthermore, studying the history, evolution, beliefs, and practices of the religion of Islam help instill a cultural understanding and respect in students for different cultures. Finally, by identifying significant scientific and mathematical contributions the Muslim Empire has given the world, students will be able to recognize the value of cultures that are sometimes not the focus of typical curricula.


204




21st-Century Life & Career Skills 9.2 Career Awareness, Exploration, and PreparationThis standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about postsecondary and career options, career planning, and career requirements. 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. CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP11. Use technology to enhance productivity.CRP12. Work productively in teams while using cultural global competence.




The emergence of empires (i.e., Asia, Africa, Europe and the Americas) resulted from the promotion of interregional trade, cultural exchanges, new technologies, urbanization, and centralized political organization.



205






Leadership abilities develop over time through participation in groups and/or teams that are engaged in challenging or competitive activities.CPI # Cumulative Progress Indicator (CPI)6.2.8.B.3.a Determine how geography and the availability of natural resources influenced the

development of the political, economic, and cultural systems of each of the classical civilizations and provided motivation for expansion.



6.2.8.A.4.a Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations.

6.2.8.B.4.a Explain how geography influenced the development of the political, economic, and cultural centers of each empire and well as the empires’ relationships with other parts of the world.




6.2.8.B.4.g Explain why the strategic location and economic importance of Constantinople and the Mediterranean Sea were a source of conflict between civilizations.



6.2.8.C.4.e Determine the extent to which interaction between the Islamic world and medieval Europe increased trade, enhanced technology innovation, and impacted scientific thought and the arts.





206

















� How can the study of multiple perspectives, beliefs systems, and cultures

Unit Enduring Understandings� Constantinople became the capital of the

Byzantine Empire due to advantageous geographical features.

� Constantinople grew rich from its location at the intersection of several trade routes.

� Justinian’s Code was established and became the basis for many modern governments.

� A schism split the Christian church into eastern and western pieces.

� Important cities in the Arabian Peninsula grew up on trade routes that connected Asia and Africa.

� Islam spread to many neighboring regions by conquest and trade.

� The Muslims had many lasting achievements during the golden age in science and mathematics.


207



provide a context for understanding and challenging public actions and decisions in a diverse and interdependent world?

Unit Learning TargetsStudents will ...� Apply map skills in locating and identifying important cities, landforms, and trade routes in the

Byzantine Empire.� Determine how geography impacted the city of Constantinople and its history.� Analyze the impact of expanding land and sea trade routes through the Mediterranean Basin, India,

and China.� Explain why the Arabian Peninsula’s physical features and location made it the epicenter of Afro-

Eurasian trade and fostered the spread of Islam into Africa, Europe, and Asia.� Determine the extent to which the Byzantine Empire influenced the Islamic world and western

Europe.� Compare the major technological innovations and cultural contributions of the civilizations of this

period and justify which represent enduring legacies.� Demonstrate the use of compromise, consensus, and community building strategies for carrying

out different tasks, assignments, and projects.� Evaluate the impact of certain technological innovations during this time period to present-day.� Construct timelines of the events occurring during major eras.� Explain how major events are related to one another in time.� Select and use various geographic representations to compare information about people, places,



computer- generated information.� Select and analyze information from a variety of sources to present a reasoned argument or

position in a written and/or oral format.vidence of Learning

Equipment needed:Smmative Assessments should provide overall evidence abou overall evidence abouut student learning. How well have the students learned the content knowledge in the unit? What aspects have been internalized? Can students support explanations with knowledge and evidence they acquired during the unit?Our World’s Story, library online databases, library books, computer laptop cart, art supplies




208






One world, many religions: the ways we worship, Mary Pope Osborne, 1996

The Islamic Empire by Phyllis Corzine, 2005

The Rise and Spread of Islam (600-1200) Document-Based Activities, Social Studies School Service, 2005

Suggested DVD’s:

Great World Religions: Buddism by Mark W. Muesse

Great World Religions: Christianity by Luke Timothy

Great World Religions: Hinduism by Mark W. Muesse

Great World Religions: Judaism by Isaiah M. Gafni


209




Unit Title: Middle Ages


Unit Summary This unit will introduce students to life in Europe during the Middle Ages. Students will explore the meaning of the “Middle Ages,” the geography of Europe at this time, and how land and power were divided under the system of feudalism. Students will discover how the manor system worked and what life was like for peasants and serfs. Next, students will demonstrate why the Roman Catholic Church was so important and powerful during the Middle Ages and distinguish the connection between an increase in trade and the growth of towns. After, students will identify the causes of the Crusades, what they changed in Europe, and the effects of the Crusades on life in Europe and elsewhere. Finally, students will investigate the forces that led to nation building in Europe and conclude how the Hundred Years’ War affected England and France.Primary interdisciplinary connections: Language Arts, 21st Century Life and Careers, Science, and TechnologySuggested Activities:

Math: Compare population chartsScience: Study health problems from the times






Unit RationaleThe Middle Ages is an important era for European and world history alike. Significant changes in the


210



power structure, along with religious and cultural revolutions, during the Middle Ages set the stage for future governments and institutions. In addition, the vital growth of trade and the rise of towns help students to connect the important changes happening then that have influenced and led to our modern world.








211





expanding territories with diverse populations.6.2.8.A.4.b Compare and contrast the Japanese and European systems of feudalism and the

effectiveness of each in promoting social, economic, and political order. 6.2.8.A.4.c Determine the influence of medieval English legal and constitutional practices (i.e., the

Magna Carta, parliament, and the development of habeas corpus and an independent judiciary) on modern democratic thought and institutions.

6.2.8.B.4.a Explain how geography influenced the development of the political, economic, and cultural centers of each empire as well as the empires’ relationships with other parts of the world.



6.2.8.B.4.g Explain why the strategic location and economic importance of Constantinople and the Mediterranean Sea were a source of conflict between civilizations.


6.2.8.C.4.b Analyze how trade, technology, the availability of natural resources, and contact with other civilizations affected the development of empires in Eurasia and the Americas.


6.2.8.C.4.e Determine the extent to which interaction between the Islamic world and medieval Europe increased trade, enhanced technology innovation, and impacted scientific thought and the arts.




6.2.8.D.4.d Determine which events let to the rise and eventual decline of European feudalism.

6.2.8.D.4.e Analyze the immediate and long-term impact on China and Europe of the open exchange between Europe and the Yuan (Mongol) Dynasty.

6.2.8.D.4.f Determine the extent to which the Byzantine Empire influenced the Islamic world


212



and western Europe.6.2.8.D.4.g Evaluate the importance and enduring legacy of the major achievement of the people

living in Asia, Africa (Islam), Europe, and the Americas over time.9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact

critical thinking and problem-solving skills.9.1.8.C.2 Demonstrate the use of compromise, consensus, and community building strategies for

carrying out different tasks, assignments, and projects. 9.1.8.C.3 Model leadership skills during classroom and extra-curricular activities.












� How do our interpretations of past events inform our understanding of cause and

Unit Enduring Understandings� Medieval Europe’s economic and political

system was feudalism, in which nobles granted vassals land in exchange for loyalty.

� Local economic and political life was based on the manor system, in which people lived and worked on large estates owned by lords.

� The Roman Catholic Church was a powerful force that touched nearly every aspect in people’s lives.

� An increase in trade led to the growth of towns and cities.

� The new middle class organized craft and trade guilds.

� The Crusades changed life in Europe: trade increased, towns grew, the use of money increased, and the learning of the Arab world came to Europe.

� Nation building in Europe began as feudalism declined and kings increased their power.


213



effect, and continuity and change, and how do they influence our beliefs and decisions about current public policy issues?


Unit Learning TargetsStudents will ...� Identify important cities, regions, and landforms in Medieval Europe.� Explain the similarities and differences between Japanese and European systems of feudalism and the

effectiveness of each in promoting social, economic, and political order.� Give examples of the causes and effects of the Crusades.� Analyze the role of Catholic Church leaders used to unify and centrally govern expanding territories

with diverse populations.� Assess the demographic, economic, and religious impact of the plague on Europe.� Analyze the role of religion and economics in shaping medieval Europe’s social hierarchy, and evaluate

the impact these hierarchical structures had on the lives of various groups of people.� Demonstrate the use of compromise, consensus, and community building strategies for carrying out

different tasks, assignments, and projects.� Determine the extent to which interaction between the Islamic world and medieval Europe increased

trade, enhanced technology innovation, and impacted scientific thought and the arts.� Construct timelines of the events occurring during major eras.� Explain how major events are related to one another in time.� Select and use various geographic representations to compare information about people, places,

regions, and environments.� Use maps and other documents to explain historical migration of people, expansion and disintegration

of empires, and growth of economic and political systems.







214




The atlas of the medieval world in Europe (IV-XV century) by Neil Morris, 1999Art of the Middle Ages by Michael Batterberry, 1972Canterbury Tales by Barbara Cohen, 1988

Movies:-Camelot-Knights of the Round Table-King Arthur StoriesRecommended Websites:

The Middle Ages Websiteshttp://www.educationworld.com/a_sites/sites001.shtml

The Battle of Hastings

http://www.bbc.co.uk/history/trail/conquest/norman/act_battle_hastings_entry.shtml

Viking Quest

http://www.bbc.co.uk/history/ancient/vikings/launch_gms_viking_quest.shtml

Explore a Viking Village

http://www.pbs.org/wgbh/nova/vikings/village.html

Dig it Up: Vikings

http://www.bbc.co.uk/schools/primaryhistory/vikings/

Build a Medieval Arch

http://www.bbc.co.uk/history/british/launch_ani_build_arch.shtml

Explore a castle

http://www.kidsonthenet.org.uk/castle/view.html


215

http://www.kidsonthenet.org.uk/castle/view.html

http://www.bbc.co.uk/history/british/launch_ani_build_arch.shtml

http://www.bbc.co.uk/schools/primaryhistory/vikings/

http://www.pbs.org/wgbh/nova/vikings/village.html

http://www.bbc.co.uk/history/ancient/vikings/launch_gms_viking_quest.shtml

http://www.bbc.co.uk/history/trail/conquest/norman/act_battle_hastings_entry.shtml





Unit Title: Exploration & Colonization of the New World


Unit Summary The unit explores the early civilizations and cultures of America. It examines European explorationand colonization of North America. Specifically, how government affected the colonies and how European culture created the foundation of many of the institutions and cultures that America values to this date. This unit will also study the social, religious and economic impact that colonists experienced based on geographic location.

Primary interdisciplinary connections: Math, Language Arts, ScienceSuggested Activities:

Math: Chart, TimelineScience: Currents of the seaLA: Write a captain’s log from an early ship.21st century themes:





Unit RationaleThrough studying the beginnings of American history, students will develop an appreciation of thecommon past and experience that all Americans share. This will compliment the cultural diversity within each classroom.

Learning Targets


216






Content StatementsIndigenous societies in the Western Hemisphere migrated and changed in response to the physical environment and due to their interactions with Europeans.

European exploration expanded global economic and cultural exchange into the Western Hemisphere.

The colonists adapted ideas from their European heritage and from Native American groups to develop new political and religious institutions and economic systems.


Gathering and evaluating knowledge and information from a variety of sources, including global


217



perspectives, fosters creativity and innovative thinking.CPI # Cumulative Progress Indicator (CPI)6.1.8.A.1.a Compare and contrast forms of governance, belief systems, and family structures among

African, European, and Native American groups.6.1.8.B.1.a Describe migration and settlement patterns of Native American groups, and explain how

these patterns affected interactions in different regions of the Western Hemisphere.6.1.8.B.1.b Analyze the world in spatial terms (e.g., longitude, latitude) using historical maps to

determine what led to the exploration of new water and land routes.6.1.8.C.1.a Evaluate the impact of science, religion, and technology innovations on European

exploration. 6.1.8.C.1.b Explain why individuals and societies trade, how trade functions, and the role of trade

during this period. 6.1.8.D.1.a Compare and contrast gender roles, religion, values, cultural practices, and political

systems of Native American groups. 6.1.8.D.1.b Explain how interactions among African, European, and Native American groups began a

cultural transformation. 6.1.8.D.1.c Evaluate the impact of the Colombian Exchange on ecology, agriculture, and culture from

different perspectives. 6.1.8.A.2.a Determine the roles of religious freedom and participatory government in various North

American colonies. 6.1.8.A.2.b Explain how and why early government structures developed, and determine the impact of

these early structures on the evolution of American politics and institutions.6.1.8.A.2.c Explain how demographics (i.e., race, gender, and economic status) affected social,

economic, and political opportunities during the Colonial era. 6.1.8.B.2.a Determine factors that impacted emigration, settlement patterns, and regional identities of

the colonies. 6.1.8.B.2.b Compare and contrast how the search for natural resources resulted in conflict and

cooperation among European colonists and Native American groups in the New World.6.1.8.C.2.a Compare the practice of slavery and indentured servitude in Colonial labor systems.



6.1.8.D.2.a Analyze the power struggle among European countries, and determine its impact on people living in Europe and the Americas.

6.1.8.D.2.b Compare and contrast the voluntary and involuntary migratory experiences of different groups of people, and explain why their experiences differed.



Unit Essential Questions� How did the colonists, with strong roots in

the past, develop their own way of life?� Why have different economic systems

developed?� Why are people interested in the

unknown?

Unit Enduring Understandings� Religious conflict, the revival of learning in

Europe, the desire for gold and glory, the desire to find a shorter water route to Asia, and the desire to establish colonies were the main reasons why Europeans explored.

� Slavery had been part of the social and


218



� Why is the establishment of order necessary in society?








economic system since ancient times and that most slaves in Africa were people who had been captured in war.

� The Spanish, English, French, and Dutch set up types of government in their colonies based on their view of how best to control their colonies.

� The way people made a living in the colonies depended on location, climate, and topography of the land.

Unit Learning TargetsStudents will ...� Analyze how events are related over time. � Use critical thinking skills to interpret events, recognize bias, point of view, and context. � Assess the credibility of primary and secondary sources. � Analyze data in order to see persons and events in context. � Examine and formulate questions based on information needs.

� Use effective strategies for locating information.

� Compare and contrast competing interpretations of current and historical events.


219



� Interpret events considering continuity and change, the role of chance, oversight and error, and changing interpretations by historians.

� Distinguish fact from fiction by comparing sources about figures and events with fictionalized characters and events.

� Summarize information in written, graphic, and oral formats of current issues, events, or themes and relate them to past events.

� Discuss factors that contributed to oceanic travel and exploration in the 15th and 16th centuries, including technological innovations in ship building, navigation, naval warfare, navigational inventions such as the compass and the impact of wind currents on the major trade routes.

� Discuss factors that stimulated European overseas explorations between the 15th and 17th centuries and the impact of that exploration on the modern world.

� Trace the major land and water routes of the explorers. � Compare the political, social, economic, and religious systems of Africans, Europeans, and Native

Americans who converged in the western hemisphere after 1492 (e.g., civic values, population levels, family structure, communication, use of natural resources).

� Discuss the characteristics of the Spanish and Portuguese exploration and conquest of the Americas, including Spanish interaction with the Incan and Aztec empires, expeditions in the American Southwest, and the social composition of early settlers and their motives for exploration and conquest.

� Compare and contrast historic Native American groups of the West, Southwest, Northwest, Arctic and sub-Arctic, Great Plains, and Eastern Woodland regions at the beginning of European exploration.

� Analyze the cultures and interactions of peoples in the Americas, Western Europe, and Africa after 1450, including the transatlantic slave trade.

� Discuss how millions of Africans, brought against their will from Central Africa to the Americas, including Brazil, Caribbean nations, North America and other destinations, retained their humanity, their families, and their cultures during enslavement.

� Analyze the political, social, and cultural characteristics of the English colonies.� Describe the political, religious, social, and economic institutions that emerged in Colonial

America, including New Netherland and colonial New Jersey.� Explain the differences in colonization of the Americas by England, the Netherlands, France, and

Spain, including governance, relation to the mother countries, and interactions with other colonies and Native Americans.

� Examine the interactions between Native Americans and European settlers, such as agriculture, trade, cultural exchanges, and military alliances and conflicts.

� Describe Native American resistance to colonization, including the Cherokee War against the English, the French and Indian War, and King George’s War.

� Identify factors that account for the establishment of African slavery in the Americas.� Distinguish among the distinct characteristics of maps, globes, graphs, charts, diagrams, and other

geographical representations, and the utility of each in solving problems.� Translate maps into appropriate spatial graphics to display geographical information.� Explain the spatial concepts of relative and absolute location and distance.� Estimate distances between two places on a map using a scale of miles, and use cardinal and

intermediate directions when referring to a relative location.� Use thematic maps to describe places (e.g., patterns of population, diseases, rainfall).� Describe and distinguish among the various map projections, including size, shape, distance, and

direction.


220



� Compare and contrast the physical and human characteristics of places in regions in New Jersey, the United States, and the world.

� Compare the natural characteristics used to define a region.� Describe how physical and human characteristics of regions change over time.� Construct timelines of the events occurring during major eras.� Explain how major events are related to one another in time.� Select and use various geographic representations to compare information about people, places,

regions, and environments.� Use maps and other documents to explain the historical migration of people, expansion and

disintegration of empires, and growth of economic and political systems.� Compare and contrast differing interpretations of current and historical events.� Select and analyze information from a variety of sources to present a reasoned argument or




Equipment needed:Our World’s Story, America’s Past and Present, library online databases, library books, computer laptop cart, art supplies

Teacher Resources:Suggested Materials: - Activity Book Math in Geography - Lessons on World History Part 4 - Explorers Thematic Unit Teacher Created Materials

- Exploration of Africa Great Explorers Scholastic

America’s Past and Promise McDougal Littell 1997

Early American Culture by Catherine Nichols 2006

Video:

America’s Beginning 2000

Suggested Websites:

Explorers Websites


221





http://www.edhelper.com/United_States.htm

Explorers Activities

http://www.mce.k12tn.net/explorers/explorers_start.htm


222

http://www.mce.k12tn.net/explorers/explorers_start.htm






Unit Title: Economy


Unit Summary The study of economics, including basic and advanced economic principals, will aid students in theirunderstanding of history and current events. The examination of different economies, the role ofcurrency, government intervention, supply and demand as well as other important economic factorswill allow students to understand how small/large business has impacted the development of history(recession/expansion) and how America today continuously faces economic turbulence.

Primary interdisciplinary connections: Mathematics, Technology, Science, Language ArtsSuggested Activities:

Math: Following the stock market, Creating line graphsScience: How can money be used effectively to help the environment?LA: Writing a marketing plan21st century themes:





Unit RationaleStudents need to develop an appreciation for the historical and modern impact that economics hasplayed in American history. Through this study of economics, students will understand why andhow micro and macro economics has determined the path of America and its citizenry bothhistorically and today. This study should introduce them to fundamental aspects of the subjectwhich will be refined as they continue their studies in high school.


223





Content StatementsThe ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time.




224



Communication with people from different cultural backgrounds is enhanced by the understanding of different cultural perspectives.CPI # Cumulative Progress Indicator (CPI)9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact

critical thinking and problem-solving skills.9.1.8.A.2 Implement problem-solving strategies to solve a problem in school or the community.


9.1.8.D.2 Demonstrate the ability to understand inferences.

9.1.8.D.5 Justify the need for greater cross-cultural understanding due to globalization.

9.2.8.B.6 Construct a budget to save for long-term, short-term, and charitable goals.

9.2.8.B.7 Develop a system for keeping and using financial records.

Unit Essential Questions� How does Supply and Demand affect our

country?� What are the benefits for creating a

budget?

Unit Enduring Understandings� Government plays a role in economic change� Supply and Demand play a role in

determining the cost of goods and services� There are numerous ways to measure an

economy� Different countries use different economies

based on numerous factors� Individuals must examine their own saving

plans, including investments, to better prepare for life’s events.

Unit Learning TargetsStudents will ...� Understand what trade-offs and opportunity costs are. � Define the 3 types of economy and analyze key indicators of each. � Apply the principles of supply and demand to real world situations.� Understand different ways to save in a market economy.� Create a budget for short and long term goals.� Select and analyze information from a variety of sources to present a reasoned argument or





225



Equipment needed:America’s Past and Present, library online databases, library books, computer laptop cart, art supplies



Economics in Action Today by Adrian A. Paradis

Economics of the Consumer by Marc Rosenblum

The Economics of Underdeveloped Countries by Michael Belshaw

Suggested Websites:http://www.econedlink.org/


Economyhttp://www.commoncraft.com/

Borrowing Money http://www.commoncraft.com/borrowing-money

Four Economic Games - Jesse's Ice Cream Stand, Reno's Debt Delemma, Pay Yourself First, & Jesse's Big Change

Try to earn all four certificates!


Lemonade Stand

http://www.primarygames.com/socstudies/lemonade/index.htm or http://www.coolmath-games.com/lemonade/


226

http://www.coolmath-games.com/lemonade/

http://www.primarygames.com/socstudies/lemonade/index.htm


http://www.commoncraft.com/borrowing-money

http://www.commoncraft.com/


http://www.econedlink.org/




Table of Contents






Revolutionary War Pacing Guide – Click Here

American Constitution Pacing Guide – Click Here

Manifest Destiny/Pre-Civil War: US Expansion & Sectionalism


Native American History Pacing Guide – Click Here

Black American History Pacing Guide – Click Here

Civil War Pacing Guide – Click Here


227



Holocaust Pacing Guide – Click Here


228




Location Identify location of major regions, countries, cities, landforms and bodies of water world-wide

Identify location of home, schools and historical locations in Florham Park by reading a local map

Place Assess how places can be changed by human actions or natural processes

Evaluate why places are important to individual human identity and as symbols for unifying a society


Evaluate how location and their characteristics impact on human interdependence

Analyze the influence of natural resources on the development of human conflict

Movement Compare and contrast the changes in the global movement of people, ideas and goods

Use an atlas, graph, chart, map, and timeline

Evaluate the impact of immigration on the spread of language, religion and customs from one culture to another

Regions Identify contemporary major world cultural, religious, linguistic, economic and political regions


229




Unit Title: Revolutionary War


Unit Summary Through the study of the events that led to and including the Revolution. Students will examine the events, policies and overall growing tensions between the colonists and the English. This course of content will also examine how the enslaved, Native Americans and other foreign countries participated in this period of time. Lastly, students will develop an appreciation for the Founding Fathers and how their impact has been sewn into the American and global history books.

Primary interdisciplinary connections: Language Arts, Science, Math, TechnologhySuggested Activities:

Math: Graphs comparing the supplies and ammunition of the Americans and British soldiersLA: Research Paper21st century themes:





Unit RationaleThe Revolutionary War found the United States as the first modern country founded on democraticprinciples. From the U.S. Revolution, other countries have modeled their own government after the U.S.’ Through the study of this period of time, students will develop an appreciation for the contributions of the U.S.’ patriots and understand that the freedom that Americans enjoy today derives from the philosophy of the Revolutionary War.



230



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.


Content StatementsDisputes over political authority and economic issues contributed to a movement for independence in the colonies.


Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking.CPI # Cumulative Progress Indicator (CPI)6.1.8.A.3.a Examine the ideals found in the Declaration of Independence, and assess the extent to which they were

fulfilled for women, African Americans, and Native Americans during this time period. 6.1.8.B.3.a Assess how conflicts and alliances among European countries and Native American groups impacted

the expansion of the American colonies. 6.1.8.B.3.c Use maps and other geographic tools to evaluate the impact of geography on the execution and outcome

of the American Revolutionary War. 6.1.8.B.3.d Explain why New Jersey’s location played an integral role in the American Revolution.

6.1.8.C.3.a Explain how taxes and government regulation can affect economic opportunities, and assess the impact of these on relations between Britain and its North American colonies.

6.1.8.D.3.a Explain how the consequences of the Seven Years War, changes in British policies toward American colonies, and responses by various groups and individuals in the North American colonies led to the


231



American Revolution.6.1.8.D.3.b Explain why the Declaration of Independence was written and how its key principles evolved to become

unifying ideas of American democracy. 6.1.8.D.3.c Analyze the impact of George Washington as general of the American revolutionary forces and as the

first president of the United States.6.1.8.D.3.d Analyze how prominent individuals and other nations contributed to the causes, execution, and

outcomes of the American Revolution. 6.1.8.D.3.e Examine the roles and perspectives of various socioeconomic groups (e.g., rural farmers, urban

craftsmen, northern merchants, and southern planters), African Americans, Native Americans, and women during the American Revolution, and determine how these groups were impacted by the war.

6.1.8.D.3.f Analyze from multiple perspectives how the terms of the Treaty of Paris affected United States relations with Native Americans and with European powers that had territories in North America.





Unit Essential Questions� Why was the Revolutionary War fought?� How do wars impact the lives of both the

participants and civilian population?� What is great military leadership?� How was propaganda used during the

Revolutionary War?� How do citizens, civic ideals, and government

institutions interact to balance the needs of individuals and the common good?





� How do our interpretations of past events

Unit Enduring Understandings� British actions and policy toward its colonies was

based on the philosophy of Mercantilism.� Both the British and the colonists developed strong

arguments in their positions regarding British taxation policy.

� Most colonists did not support the movement toward Independence prior to the publication of Common Sense.

� The colonists were divided in their support for the war, putting regional and self interests ahead of national interest.

� George Washington was the only man who could have led the colonial army to victory.


232



inform our understanding of cause and effect, and continuity and change, and how do they influence our beliefs and decisions about current public policy issues?


Unit Learning TargetsStudents will ...� Analyze how events are related over time.� Use critical thinking skills to interpret events, point of view, context, and recognize bias.� Assess the credibility of primary and secondary sources.� Analyze data in order to see persons and events in context.� Formulate questions based on information needs.


� Compare and contrast competing interpretations of current and historical events.� Interpret events considering continuity and change, the role of chance, oversight and error, and changing

interpretations by historians.� Distinguish fact from fiction by comparing sources about figures and events with fictionalized characters and

events.� Summarize information in written, graphic, and oral formats.� Discuss the background and major issues of the American Revolution, including the political and economic causes

and consequences of the revolution.� Discuss the major events (e.g. Boston Tea Party, Battle of Trenton) and personalities (e.g., George Washington,

John Adams, John Witherspoon, William Franklin, Benjamin Franklin, Thomas Jefferson) of the American Revolution.� Identify major British and American leaders, and describe their roles in key events, such as the First and Second

Continental Congresses, drafting and approving the Declaration of Independence (1776), the publication of "Common Sense," and major battles of the Revolutionary War.

� New Jersey’s critical role in the American Revolution, including major battles, the involvement of women and African Americans, and the origins of the movement to abolish slavery.

� Describe and map American territorial expansions and the settlement of the frontier during this period.� Analyze the causes and consequences of continuing conflict between Native American tribes and colonists (e.g.,

Tecumseh’s rebellion).� Explain what taxes are, how they are collected, and how tax dollars are used by local, state, and national

governments to provide goods and services.� Construct timelines of the events occurring during major eras.� Explain how major events are related to one another in time.� Use maps and other documents to explain the historical migration of people, expansion and disintegration of

empires, and growth of economic and political systems.� Select and analyze information from a variety of sources to present a reasoned argument or position in a written

and/or oral format.



233






Teacher Resources:Suggested Websites:Colonies Revolutionary Warhttp://www.mission-us.org/

American Revolution Websiteshttp://www.educationworld.com/a_sites/sites016.shtml

Women at War Websiteshttp://www.educationworld.com/a_sites/sites009.shtml

US Historyhttp://www.thinkquest.org/pls/html/f?p=52300:30:3684378416882952::::P30_CATEGORY_ID:CPJ_UNITED_STATES1

Colonial America Primary sourceshttp://www.smithsoniansource.org/display/topic/viewdetailshis.aspx?TopicId=1004

http://www.schoolhistory.co.uk/year8links/americanrevolution.shtml



http://www.edhelper.com/United_States.htm Suggested Materials:


Causes of the American Revolution by Richard M. Strum 2005

A timeline of the Constitutional Convention by Sandra Giddens 2004

A timeline of the First Continental Congress by Maxine Rosaler 2004

The Real Revolution: the Global Story of American Independence Marc Aronson 2005


234




http://www.schoolhistory.co.uk/year8links/americanrevolution.shtml

http://www.smithsoniansource.org/display/topic/viewdetailshis.aspx?TopicId=1004

http://www.thinkquest.org/pls/html/f?p=52300:30:3684378416882952::::P30_CATEGORY_ID:CPJ_UNITED_STATES1



http://www.mission-us.org/




Causes of the American Revolution Richard Strum 2005

Fight for Freedom: the American Revolutionary War by Benson Bobrick 2004

Novel:My Brother Sam is Dead


235




Unit Title: America’s Constitution


Unit Summary Previous to the ratification of the American Constitution, the United States was a collection of states living under the Articles of Confederation; a loose collection of laws. The Constitution was a stronger collection of laws that bound the states together. The Constitution outlines the federal laws, the 3 branches of government, and the amendments outline basic and essential human rights that each citizen can enjoy.

Primary interdisciplinary connections: Suggested Activities: Language Arts, Technology

LA: Read and analyze the two constitutions21st century themes:





Unit RationaleThe study of America’s Constitution is arguably one of the most important topics when studyingAmerican history. The Constitution provides the fundamental rights that every citizen enjoys and the subsequent court cases from 1787 onward further revise and define American rights.

Learning TargetsStandards6.1 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


236



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.


9.2 Career Awareness, Exploration, and PreparationThis standard outlines the importance of being knowledgeable about one's interests and talents, and being well informed about postsecondary and career options, career planning, and career requirements.

Content StatementsThe fundamental principles of the United States Constitution serve as the foundation of the United States government today

Active citizens in the 21st century:

� Recognize the causes and effects of prejudice on individuals, groups, and society.� Recognize the value of cultural diversity, as well as the potential for misunderstanding.� Critically analyze media to assess different viewpoints and detect bias, opinion, and stereotypes.� Listens open-mindedly to views contrary to their own.� Collaboratively develop and practice strategies for managing and resolving conflict.� Demonstrate understanding of democratic values and processes.� Recognize that the actions or inactions of individuals, groups, and nations can have intended and unintended

consequences.� Challenge unfair viewpoints and behavior by taking action.� Make informed and reasoned decisions.� Accept decisions that are made for the common good.


Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking.CPI # Cumulative Progress Indicator (CPI)6.1.8.A.3.b Evaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent of the

governed, rule of law, federalism, limited government, separation of powers, checks and balances, and individual rights) in establishing a federal government that allows for growth and change over time.

6.1.8.A.3.c Determine the role that compromise played in the creation and adoption of the Constitution and Bill of Rights.

6.1.8.A.3.d Compare and contrast the Articles of Confederation and the United States Constitution in terms of the decision-making powers of national government. .

6.1.8.A.3.g Evaluate the impact of the Constitution and Bill of Rights on current day issues.

6.1.8.B.3.b Determine the extent to which the geography of the United States influenced the debate on representation in Congress and federalism by examining the New Jersey and Virginia plans.

6.1.8.D.3.g Evaluate the extent to which the leadership and decisions of early administrations of the national


237



government met the goals established in the Preamble of the Constitution.6.3.8.A.1 Deliberate on a public issue affecting an upcoming election, consider opposing arguments, and develop

a reasoned conclusion.6.3.8.A.2 Participate in a real or simulated hearing to develop a legislative proposal that addresses a public issue,

and share it with an appropriate legislative body (e.g., school board, municipal or county government, state legislature).

6.3.8.A.3 Collaborate with international students to deliberate about and address issues of gender equality, child mortality, or education.

6.3.8.B.1 Evaluate alternative land use proposals and make recommendations to the appropriate governmental agency regarding the best course of action.

6.3.8.C.1 Examine the perspectives of multiple stakeholders involved in the local budget process (e.g., obtaining information, discussing priorities).

6.3.8.D.1 Engage in simulated democratic processes (e.g., legislative hearings, judicial proceedings, elections) to understand how conflicting points of view are addressed in a democratic society.





Unit Essential Questions� What were the factors that contributed to the first

constitution, the Articles of Confederation, and the second constitution?

� How might people guard against abuses of power?� What are the effects of strong differences?� How do the problems of government change over

time?� How do citizens, civic ideals, and government





� How have scientific and technological developments over the course of history changed the

Unit Enduring Understandings� The Articles of Confederation were designed to

ensure that the central government would have much less power than the states.

� Unless the Articles of Confederation were changed, the United States of America would’ve broken up into thirteen separate countries.

� The system of checks and balances was set up to ensure that no one branch of government became too powerful.

� The North and South had to compromise on major differences if the nation was to survive.

� Large and small states had to compromise the basis for representation if the nation was to survive.

� The Constitution would not have been ratified without the promise to add a written Bill of Rights and limitations put on the power of government.

� The founding fathers set up a process to change the Constitution, since they knew it would have to be flexible in order to adapt for unforeseen events.

� The Constitution calls for powers to be divided between the central and state governments.


238



way people live and economies and governments function?



Unit Learning TargetsStudents will ...� Discuss the sources, purposes, and functions of law and the importance of the rule of law for the preservation of

individual rights and the common good.� Describe the underlying values and principles of democracy and distinguish these from authoritarian forms of

government.� Discuss the major characteristics of democratic governments.� Explain how non-governmental organizations influence legislation and policies at the federal, state, and local

levels.� Analyze how certain values including individual rights, the common good, self-government, justice, equality and

free inquiry are fundamental to American public life.� Describe representative government and explain how it works to protect the majority and the minority.� Discuss the major principles of the Constitution, including shared powers, checks and balances, separation of

church and state, and federalism.� Compare and contrast the purposes, organization, functions, and interactions of the legislative, executive, and

judicial branches of national, state, and local governments and independent regulatory agencies.� Discuss the role of political parties in the American democratic system including candidates, campaigns,

financing, primary elections, and voting systems. � Discuss major historical and contemporary conflicts over United States constitutional principles, including judicial

review in Marbury v. Madison, slavery in the Dred Scott Decision, separate but equal in Plessy v. Ferguson, and the rights of minorities.

� Research contemporary issues involving the constitutional rights of American citizens and other individuals residing in the United States, including voting rights, habeas corpus, rights of the accused, and the Patriot Act.

� Discuss the rights and responsibilities of American citizens, including obeying laws, paying taxes, serving on juries, and voting in local, state, and national elections.

� Discuss how the rights of American citizens may be in conflict with each other (e.g., right to privacy vs. free press).

� Describe major conflicts that have arisen from diversity (e.g., land and suffrage for Native Americans, civil rights, women’s rights) and discuss how the conflicts have been addressed.

� Explain the benefits, costs, and conflicts of a diverse nation.� Discuss basic contemporary issues involving the personal, political, and economic rights of American citizens

(e.g., dress codes, sexual harassment, fair trial, free press, minimum wage).� Analyze ways in which nation-states interact with one another through trade, diplomacy, cultural exchanges,

treaties or agreements, humanitarian aid, economic incentives and sanctions, and the use or threat of military force.


239



� Discuss factors that lead to a breakdown of order among nation-states (e.g., conflicts about national interests, ethnicity, and religion; competition for territory or resources; absence of effective means to enforce international law) and describe the consequences of the breakdown of order.

� Compare and contrast the powers the Constitution gives to Congress, the President, the Senate Foreign Relations Committee, and the federal judiciary regarding foreign affairs.

� Evaluate current United States foreign policy issues and strategies and their impact on the nation and the rest of the world.

� Analyze how the life, culture, economics, politics, and the media of the United States impact the rest of the world.� Analyze how prejudice and discrimination may lead to genocide as well as other acts of hatred and violence for

the purposes of subjugation and exploitation.� Discuss the political and philosophical origins of the United States Constitution and its implementation in the

1790s.� Explain how major events are related to one another in time.� Use maps and other documents to explain the historical migration of people, expansion and disintegration of

empires, and growth of economic and political systems.� Compare and contrast differing interpretations of current and historical events.� Assess the credibility of sources by identifying bias and prejudice in documents, media, and computer-generated

information.� Select and analyze information from a variety of sources to present a reasoned argument or position in a written

and/or oral format.

Evidence of Learning



Teacher Resources:





http://www.besthistorysites.net/ushistory_constitution.shtml Best Websites

Civics – Constitutionhttp://www.icivics.org/

http://www.icivics.org/games?redirect


240

http://www.icivics.org/games?redirect

http://www.icivics.org/

http://www.besthistorysites.net/ushistory_constitution.shtml









241




Unit Title: Manifest Destiny/Pre-Civil War: US Expansion & Sectionalism


Unit Summary This unit focuses on many Early Republic issues, such as foreign relations under the first 5 presidents, domestic policy (especially the growing debate over federal vs. state rights) as well as American expansion westward. This period is characterized by war, peace, and it is a time where the American dream is first thought up and pursued by the American people.

Primary interdisciplinary connections: Language Arts, Math, ScienceSuggested Activities:

Math: Population Graphs, ChartsScience: Geographic features LA: Essays21st century themes:





Unit RationaleUnder the new constitution, America struggled to define its foreign and domestic policies while the country also tried to forge a place in the world for itself. Among these struggles was the fight to define the line between federal and state rights, a struggle that wouldn’t be solved until the Civil War. The country became intensely sectionalized with the North becoming more industrial and the South becoming agrarian under slavery. With all of this happening, America found leadership under the first 5 presidents that would define and guide America toward the country that it is today.

Learning Targets


242





Content StatementsThe fundamental principles of the United States Constitution serve as the foundation of the United States government today.

Westward movement, industrial growth, increased immigration, the expansion of slavery, and the development of transportation systems increased regional tensions.


Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking.CPI # Cumulative Progress Indicator (CPI)6.1.8.A.3.e Explain how and why constitutional civil liberties were impacted by acts of government (i.e., Alien

and Sedition Acts) during the Early Republic. 6.1.8.A.3.f Explain how political parties were formed and continue to be shaped by differing perspectives regarding

the role and power of federal government. 6.1.8.C.3.b Summarize the effect of inflation and debt on the American people and the response of state and

national governments during this time.


243



6.1.8.C.3.c Evaluate the impact of the cotton gin and other innovations on the institution of slavery and on the economic and political development of the country.

6.1.8.D.3.c Analyze the impact of George Washington as general of the American revolutionary forces and as the first president of the United States.

6.1.8.B.4.a Assess the impact of the Louisiana Purchase and western exploration on the expansion and economic development of the United States.





Unit Essential Questions� Why do people explore the unknown?� Why do nations go to war?� Is a war ever justifiable?� How does technology allow nations’ economies to

grow?� How do citizens, civic ideals, and government







� How can the study of multiple perspectives, beliefs systems, and cultures provide a context for understanding and challenging public actions and

Unit Enduring Understandings� Political differences during Washington’s

administration lead to the rise of political parties in America.

� Lewis and Clark were given set goals by Thomas Jefferson in their exploration of the Louisiana Territory.

� The United States was divided along sectional lines as the whether to wage war on Britain.

� The nations of Latin America used the United States Revolutionary War as a model in their own revolutions against European control.

� The Industrial Revolution in England was duplicated and improved upon in the United States.


244



decisions in a diverse and interdependent world?Unit Learning TargetsStudents will ...� Analyze how events are related over time. � Use critical thinking skills to interpret events, recognize bias, point of view, and context. � Assess the credibility of primary and secondary sources. � Analyze data in order to see persons and events in context. � Formulate questions based on information needs.


� Compare and contrast competing interpretations of current and historical events.� Interpret events considering continuity and change, the role of chance, oversight and error, and changing

interpretations by historians.� Distinguish fact from fiction by comparing sources about figures and events with fictionalized characters and

events.� Summarize information in written, graphic, and oral formats.� Describe and map American territorial expansions and the settlement of the frontier during this period.� Analyze the causes and consequences of continuing conflict between Native American tribes and colonists (e.g.,

Tecumseh’s rebellion).� Discuss the background and major issues of the War of 1812 (e.g., sectional issues, role of Native Americans).� Discuss the economic growth of a nation in terms of increasing productivity, investment in physical capital, and

investment in human capital.� Discuss how societies have been affected by industrialization and by different political and economic

philosophies.� Describe how inventions and innovations have improved standards of living over the course of history.� Construct timelines of the events occurring during major eras.� Explain how major events are related to one another in time.� Select and use various geographic representations to compare information about people, places, regions, and

environments.� Use maps and other documents to explain the historical migration of people, expansion and disintegration of

empires, and growth of economic and political systems.� Select and analyze information from a variety of sources to present a reasoned argument or position in a written

and/or oral format.





245




Teacher Resources:Suggeste Websites:

Westward Expansionhttp://www.smithsoniansource.org/display/topic/viewdetailshis.aspx?TopicId=1000

Westward Expansion Websiteshttp://www.educationworld.com/a_sites/sites019.shtml

http://www.the-map-as-history.com/demos/tome07/02-territorial_expansion_1783_1861.php




Westward Expansion and Manifest Destiny in American by Richard Worth 2001

Manifest Destiny: a Primary Source History of America’s Territorial Expansion in the 19th century by J.T. Moriarty 2005


246


http://www.the-map-as-history.com/demos/tome07/02-territorial_expansion_1783_1861.php






Unit Title: Native American History


Unit Summary This unit focuses on the history and development of America’s Manifest Destiny westward and its negative effect on Native Americans. This begins with Thomas Jefferson and ends with the ratification of the Dawes Act. During this period of time, America expanded bringing with it new forms of technology and ideals and the importance of handling the “Indian Question.”

Primary interdisciplinary connections: Language Arts, Technology






Unit RationaleTraditionally, Westward expansion is viewed from the American perspective; however, actualexpansion should be viewed from both Native American and American views. Through understanding the many reasons of push and pull factors, the students will develop an appreciation of American expansion. Students will learn how technology, war, and social policy helped America grow and prosper, but began the sharp decline of American Indian cultures.



247





Content StatementsWestward movement, industrial growth, increased immigration, the expansion of slavery, and the development of transportation systems increased regional tensions.


Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking.CPI # Cumulative Progress Indicator (CPI)6.1.8.A.4.a Explain the changes in America’s relationships with other nations by analyzing policies,

treaties, tariffs, and agreements.6.1.8.A.4.b Analyze how the concept of Manifest Destiny influenced the acquisition of land through

annexation, diplomacy, and war.6.1.8.A.4.c Assess the extent to which voting rights were expanded during the Jacksonian period.

6.1.8.B.4.a Assess the impact of the Louisiana Purchase and western exploration on the expansion and economic development of the United States.

6.1.8.B.4.b Map territorial expansion and settlement, as well as the locations of conflicts with and resettlement of Native Americans.

6.1.8.C.4.a Analyze the debates involving the National Bank, uniform currency, and tariffs, and determine the extent to which each of these economic tools met the economic challenges


248



facing the new nation. 6.1.8.C.4.c Analyze how technological innovations affected the status and social class of different

groups of people, and explain the outcomes that resulted.6.1.8.D.4.b Describe efforts to reform education, women’s rights, slavery, and other issues during the

Antebellum period. 9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact




Unit Essential Questions� What were the contributing factors for the

genocide of Native Americans?� What are the effects of expansion?� What problems might a new nation face?� What forces unite and divide a nation?� Who decides what is right and fair?� Why do people move?� How do citizens, civic ideals, and






� How do our interpretations of past events inform our understanding of cause and

Unit Enduring Understandings� Even though there was less discrimination

based on social class, discrimination based on sex and race grew worse beginning in the 1820’s.

� Prejudice against Native Americans cause President Andrew Jackson to refuse to enforce a Supreme Court ruling.

� A racist attitude led to the belief that the United States had the right to take over new lands.

� Expansion had positive economic affects for the country but negatively impacted Native Americans, Chinese Americans, Mexican Americans, and African American.

� The discovery of precious natural resources and the desire to achieve wealth caused people to migrate west.

� Prejudice and the desire to achieve a better way of life caused white settlers to mistreat Native Americans and Asians.


249



effect, and continuity and change, and how do they influence our beliefs and decisions about current public policy issues?


Unit Learning TargetsStudents will ...� Explain the concept of the Manifest Destiny and its relationship to the westward movement of

settlers and territorial expansion, including the purchase of Florida (1819), the annexation of Texas (1845), the acquisition of the Oregon Territory (1846), and territorial acquisition resulting from the Mexican War (1846-1848).

� Describe and map the continuing territorial expansion and settlement of the frontier, including the acquisition of new territories and conflicts with Native Americans, the Louisiana Purchase, the Lewis and Clark expedition, and the California gold rush.

� Explain how state and federal policies influenced various Native American tribes (e.g., homeland vs. resettlement, Black Hawk War, Trail of Tears).

� Discuss the Dawes Act of 1887, how it attempted to assimilate Native Americans by converting tribal lands to individual ownership, and its impact on Native Americans.

� Discuss the role of Chief Sitting Bull, the outcome and impact of the Wounded Knee Tragedy of 1890, and the suppression of the American Indian revivalist movement known as Ghost Dance.

� Construct timelines of the events occurring during major eras.� Explain how major events are related to one another in time.� Select and use various geographic representations to compare information about people, places,



computer-generated information.� Select and analyze information from a variety of sources to present a reasoned argument or




Equipment needed:


250



America’s Past and Present, library online databases, library books, computer laptop cart, art supplies

Teacher Resources:Suggested Websites:Native American Primary sourceshttp://www.smithsoniansource.org/display/topic/viewdetailshis.aspx?TopicId=1005

Native Americans Websiteshttp://www.educationworld.com/a_sites/sites062.shtml

Pilgrims (Primary sources)www.plimoth.org/education/olc/path.html


Videos: Compare“I shall fight No More Forever”“Dances With Wolves”“Native Americans” Complete History

Book: Sing Down the Moon


251

http://www.plimoth.org/education/olc/path.html







Unit Title: Black American History


Unit Summary This unit will study the social, political, economical and legal impact that Black Americans faced throughout the 19th century. This unit will focus on slave culture as well as how slavery was central in American history in leading toward civil war and the experience that Black Americans faced during this pivotal time. This experience will cover religion, work, family life, abolition and the importance of many central issues that arose during this period of time.

Primary interdisciplinary connections: Language Arts, Technology, Music, and Math






Unit RationaleThrough studying the 19th century through Black American perspectives, students will be able to understand a unique and accurate history of America. This unit will oversee the course by which America progressed. This includes sectionalism, legal history (i.e. Amistad, compromises, etc) as well as the role of abolitionists in American history.



252





Content StatementsWestward movement, industrial growth, increased immigration, the expansion of slavery, and the development of transportation systems increased regional tensions.


Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking.CPI # Cumulative Progress Indicator (CPI)6.1.8.C.3.c Evaluate the impact of the cotton gin and other innovations on the institution of slavery

and on the economic and political development of the country. 6.1.8.A.4.b Analyze how the concept of Manifest Destiny influenced the acquisition of land through

annexation, diplomacy, and war.6.1.8.C.4.b Explain how major technological developments revolutionized land and water

transportation, as well as the economy, in New Jersey and nation.6.1.8.C.4.c Analyze how technological innovations affected the status and social class of different

groups of people, and explain the outcomes that resulted.6.1.8.D.4.a Analyze the push-pull factors that led to increases in immigration, and explain why ethnic

and cultural conflicts resulted.6.1.8.D.4.b Explore efforts to reform education, women’s rights, slavery, and other issues during the


253



Antebellum period. 6.1.8.D.4.c Explain the growing resistance to slavery and New Jersey’s role in the Underground

Railroad.9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact




Unit Essential Questions� What forces unite and divide a nation?� What problems might a new nation face?� How can we prevent injustices from

happening again?� How do citizens, civic ideals, and







Unit Enduring Understandings� Even though there was less discrimination

based on social class, discrimination based on sex and race grew worse beginning in the 1820’s.

� A racist attitude led to the belief that the United States had the right to take over new lands.

� Expansion had positive economic affects for the country but negatively impacted Native Americans, Chinese Americans, Mexican Americans, and African Americans.

� The survival and prosperity of the economic system in the South depended on the use of slave labor.

� The economy in the North was influenced by new inventions and changes in communication and transportation.

� Anti slavery advocates believed that only by ending slavery could the United States become truly democratic.

� Political and social reform in America in the 1840’s was based on the ideals of liberty and equality expressed in the Declaration of Independence.



254



� Describe the political, economic, and social changes in New Jersey and American society preceding the Civil War, including the early stages of industrialization, the growth of cities, and the political, legal, and social controversies surrounding the expansion of slavery.

� Discuss American cultural, religious, and social reform movements in the antebellum period.� Explain the concept of the Manifest Destiny and its relationship to the westward movement of

settlers and territorial expansion, including the purchase of Florida (1819), the annexation of Texas (1845), the acquisition of the Oregon Territory (1846), and territorial acquisition resulting from the Mexican War (1846-1848).

� Explain the characteristics of political and social reform movements in the antebellum period in New Jersey, including the 1844 State Constitution, the temperance movement, the abolition movement, and the women’s rights movement.

� Discuss sectional compromises associated with westward expansion of slavery, such as the Missouri Compromise (1820) and the continued resistance to slavery by African Americans.

� Understand the institution of slavery in the United States, resistance to it, and New Jersey’s role in the Underground Railroad.

� Understand how African Americans suffered under slavery.� Understand how the Cotton Gin caused slavery to expand in the South.� Discuss how reformers tried to end slavery and how Americans reacted to the Anti-slavery

Movement.� Explain how the Dred Scott decision was a major setback for the antislavery forces and caused the

nation to divide Construct timelines of the events occurring during major eras.� Explain how major events are related to one another in time.� Select and use various geographic representations to compare information about people, places,



computer- generated information.� Select and analyze information from a variety of sources to present a reasoned argument or





Teacher Resources:


255




Underground Railroad Websiteshttp://www.educationworld.com/a_sites/sites004.shtml

African American Websiteshttp://www.educationworld.com/a_sites/sites077.shtml

Information

Black History Milestones

http://www.history.com/topics/black-history-milestones

Civil Rights Movement

http://www.history.com/topics/civil-rights-movement

Interactive

Black History Timeline

http://www.history.com/topics/civil-rights-movement/interactives

Match African American heroes with the events that made them famous

http://pbskids.org/aaworld/face.html

Black History from A-Z

http://aakulturezone.com/kidz/abc/index.html

Black History: Then and Now

http://www.timeforkids.com/TFK/specials/bhm/0,8805,97502,00.html

Fight for your Rights History Challenge


Exhibition Project

http://www.nmm.ac.uk/freedom/create.cfm

Videos

Martin Luther King, Jr. Leads the March on Washington

http://www.history.com/topics/civil-rights-movement/videos#martin-luther-king-jr-leads-the-march-on-

washington


256

http://www.history.com/topics/civil-rights-movement/videos#martin-luther-king-jr-leads-the-march-on-washington

http://www.history.com/topics/civil-rights-movement/videos#martin-luther-king-jr-leads-the-march-on-washington

http://www.nmm.ac.uk/freedom/create.cfm



http://aakulturezone.com/kidz/abc/index.html

http://pbskids.org/aaworld/face.html

http://www.history.com/topics/civil-rights-movement/interactives

http://www.history.com/topics/civil-rights-movement

http://www.history.com/topics/black-history-milestones





Blacks in the Military

http://www.history.com/topics/civil-rights-movement/videos#blacks-in-the-military

Jackie Robinson Breaks Barriershttp://www.history.com/topics/civil-rights-movement/videos#jackie-robinson-changes-the-face-of-america


257

http://www.history.com/topics/civil-rights-movement/videos#jackie-robinson-changes-the-face-of-america

http://www.history.com/topics/civil-rights-movement/videos#blacks-in-the-military




Unit Title: Civil War


Unit Summary The Civil War began as a struggle to restore the Union after a series of events. Both the North and South had many advantages and disadvantages, including technology, geography, economics and human personnel that led to the many outcomes throughout the course of the war. By the conclusion, the war shifted into a social movement of slavery and throughout Reconstruction, America shifted its political, social and legal perspectives.

Primary interdisciplinary connections: Language Arts, Math, ScienceSuggested Activities:

Math: Charts, GraphsScience: Effects of malnutrition LA: Research Paper21st century themes:





Unit RationaleThe course of the Civil War and Reconstruction is important because it was the dramatic turning point of the country. It marks the beginning of Modern American history and shifted the national thought from a collection of states into the United States.

Learning Targets


258





Content StatementsThe Civil War resulted from complex regional differences involving political, economic, and social issues, as well as different views on slavery.

The Civil War and Reconstruction had a lasting impact on the development of the United States.


Gathering and evaluating knowledge and information from a variety of sources, including global perspectives, fosters creativity and innovative thinking.CPI # Cumulative Progress Indicator (CPI)6.1.8.A.5.a Explain how and why the Emancipation Proclamation and the Gettysburg Address continue to impact

American life.6.1.8.A.5.b Compare and contrast the approaches of Congress and Presidents Lincoln and Johnson toward the

reconstruction of the South.6.1.8.B.5.a Assess the role of various factors (i.e., geography, natural resources, demographics, transportation,

leadership, and technology) that affected the course and outcome of the Civil War. 6.1.8.C.5.a Assess the human and material costs of the Civil War in the North and South.


259



6.1.8.C.5.b Analyze the economic impact of Reconstruction on the South from different perspectives.

6.1.8.D.5.a Prioritize the causes and events that led to the Civil War from different perspectives.

6.1.8.D.5.b Analyze critical events and battles of the Civil War and determine how they contributed to the final outcome of the war.

6.1.8.D.5.c Examine the roles of women, African Americans, and Native Americans in the Civil War.

6.1.8.D.5.d Analyze the effectiveness of the 13th, 14th, and 15th Amendments to the United States Constitution from multiple perspectives




Unit Essential Questions� How was the Civil War a political, economic, and

social turning point?� How were the positions on both sides of the war?� How do citizens, civic ideals, and government








Unit Enduring Understandings� Southerners did not trust Abraham Lincoln and did

not believe his views on slavery.� The election of Lincoln meant that the Civil War was

inevitable.� The South’s great military leadership and great

willingness to defend its homeland offset the huge military and economic advantages of the North.

� There were similarities and differences in the way the war affected the military and civilian population of the North and South.

� Political differences over re-admitting the South back into the union led to the impeachment of Andrew Johnson.

� The only way to create stability in the post war South was for the government to keep troops there.

� Bitterness between the North and South remained long after the end of the war.

� Racism led to African Americans being denied their constitutional rights during the Reconstruction Era.

Unit Learning Targets


260



Students will ...� Analyze different points of view in regard to New Jersey’s role in the Civil War, including abolitionist sentiment in

New Jersey and New Jersey’s vote in the elections of 1860 and 1864.� Explain the major events of the American Civil War including: The causes of the Civil War (slavery, states’

rights), The course and conduct of the war (Antietam, Vicksburg, Gettysburg), Sectionalism, The Dred Scott and other Supreme Court decisions, The role of women, The role of African Americans, The Gettysburg Address, The Emancipation Proclamation, and Juneteenth Independence Day.

� Explain Reconstruction as a government action, how it worked, and its effects after the war.� Discuss the impact of retaliatory state laws and general Southern resistance to Reconstruction.� Analyze social and political trends in post Reconstruction America, including immigration restrictions, Jim Crow

Laws and racial segregation, the rise of extra legal organizations such as the Ku Klux Klan, and the Plessy v. Ferguson decision.

� Compare and contrast differing interpretations of current and historical events.� Assess the credibility of sources by identifying bias and prejudice in documents, media, and computer- generated

information.� Select and analyze information from a variety of sources to present a reasoned argument or position in a written

and/or oral format.




Teacher Resources:Suggested Websites:

Civil Warhttp://civilwarsallie.blogspot.com/


Civil War Websiteshttp://www.educationworld.com/a_sites/sites022.shtml


Book: Red Badge of Courage


261



http://civilwarsallie.blogspot.com/




Gone With the Wind

Civil War VideosGone With the Wind Movie


262




Unit Title: Holocaust


Unit Summary Through this unit, students will explore the issues of genocide. They will see the ultimate result of prejudice and discrimination by investigating what happened in the Jewish holocaust of World War II. The conclusion of the unit will include discovering recent incidents of genocide.

Primary interdisciplinary connections: Language Arts, Math, and ScienceSuggested Activities:

Math: Graphs, PercentagesScience: Effects of malnutrition and poison gasLA: Essays, Journals, Research paper21st century themes:





Unit RationaleIt is essential that the students see the roots and consequences of prejudice, discrimination, racism, and stereotyping.



263






Content StatementsThe United States participated in World War II as an Allied force to prevent military conquests by Germany, Italy, and Japan.

Ethical behaviors support human rights and dignity in all aspects of life.CPI # Cumulative Progress Indicator (CPI)6.1.12.A.11.e Assess the responses of the United States and other nations to the violation of human

rights that occurred during the Holocaust and other genocides.6.1.12.D.11.d Compare the varying perspectives of victims, survivors, bystanders, rescuers, and

perpetrators during the Holocaust.6.1.12.D.11.e Explain how World War II and the Holocaust led to the creation of international

organizations (i.e., the United Nations) to protect human rights, and describe the subsequent impact of these organizations.

9.1.8.F.2 Explain how rules, laws, and safety practices protect individual rights in the global workplace.


264



Unit Essential Questions� What is the ultimate result of prejudice

and discrimination?� How can we prevent genocide from

happening in the future?� How do citizens, civic ideals, and





Unit Enduring Understandings� In 1941 the Nazi decided to murder all Jews in

the areas they controlled.� Genocide is the murder of an entire people.� More than 6 million Jews were killed during the

Holocaust.� Four million Gypsies, Russians, Poles, and

others were also murdered.� The Nuremberg trials established the principle

that following orders was no excue for taking part in genocide.

� People are responsible for their actions, even in wartime.


� Study the history of the Jewish holocaust of WWII.� Explore the issues of genocide.� Recognize the uses of concentration camps.� Study the maps, graphs, diagrams and charts of the above places, issues and events.



Equipment needed:Our World’s Story, America’s Past and Present, library online databases, library books, computer laptop cart, art supplies

Teacher Resources:


265





Holocaust Websiteshttp://www.educationworld.com/a_sites/sites023.shtml

Book: Night Diary of Ann Frank

Assembly: “Through the Eyes”

Videos: Winds of WarWar and RemembranceSchindler’s ListHolocaust

SOCIAL STUDIES SKILLS TABLESocial Studies Skills Table

Essential Question: What are effective strategies for accessing various sources of information and historical evidence, determining their validity, and using them to solve a problem or find a solution to a

public policy question?Social Studies

SkillK-4 5-8 9-12

ChronologicalThinking

Place key historical events and people in historical eras using timelines.

Construct timelines of the events occurring during major eras including comparative events in world history for the different civilizations.

Compare present and past events to evaluate the consequences of past decisions and to apply lessons learned.

Explain how the present is connected to the past.

Explain how major events are related to one another in time.

Analyze how change occurs through time due to shifting values and beliefs as well as technological advancements and changes in the political and economic landscape.

Spatial Thinking Determine locations of Select and use various Construct various forms


266




places and interpret information available on maps and globes.

geographic representations to compare information about people, places, regions, and environments.

of geographic representations to show the spatial patterns of physical and human phenomena.

Use thematic maps and other geographic representations to obtain, describe, and compare spatial patterns and information about people, places, regions and environments.

Use maps and other documents to explain the historical migration of people, expansion, and disintegration of empires, and growth of economic and political systems.

Relate current events to the physical and human characteristics of places and regions.

Critical Thinking Distinguish fact from fiction.

Compare and contrast differing interpretations of current and historical events.

Distinguish valid arguments from false arguments when interpreting current and historical events.

Identify and interpret a variety of primary and secondary sources for reconstructing the past (i.e., documents, letters, diaries, maps, photos, etc.)

Assess the credibility of sources by identifying bias and prejudice in documents, media, and computer-generated information.

Evaluate sources for validity and credibility and to detect propaganda, censorship, and bias.

Analyze primary and secondary sources for reconstructing the past and understanding historical perspectives (i.e., documents, letters, diaries, maps, images, etc.)

Gather relevant information from multiple sources representing a wide range of views (including historians and experts) while using the date, context, and corroborative value of the source to guide the selection.

Presentational Skills

Use evidence to support an idea in a digital, oral and/or written format.

Select and analyze information from a variety of sources to present a reasoned argument or position in a written or oral format.

Take a position on a current public policy issue and support it with historical evidence, reasoning, and a constitutional analysis in a written and/or oral format.


267



Share information about a topic in an organized manner (e.g., provide a coherent line of reasoning with supporting/relevant details) speaking clearly and at an appropriate place.

Present information in a logical manner using evidence and reasoning while demonstrating presentation skills (e.g., eye contact, adequate volume, clear pronunciation).

Demonstrate effective presentation skills by presenting information in a clear, concise, and well-organized manner taking into consideration appropriate use of language for task and audience.

Capitalism: An economic and social system in which most trade and industries are privately controlled for profit, rather than by the state.Common Good: Benefitting a community or society as a whole.Incentive: A reward that affects decision making.Opportunity Cost: The value of the best alternative given up (Council for Economic Education).Representative Democracy: A type of democracy in which citizens delegate authority to elected representatives (Dictionary.com).Scarcity: The condition of not being able to have all of the goods and services that one wants (Council for Economic Education).


268



Table of Contents

Appendix

Current Events Instruction Pacing Guide – Click Here

Geography Instruction and Goals Pacing Guide – Click Here

Scope and Sequence Pacing Guide – Click Here

Social Studies Instructional Strategies Pacing Guide – Click Here

Strategies for Modifying Instruction Pacing Guide – Click Here

Social Studies Assessment Strategies Pacing Guide – Click Here


269



Appendix

Current Events Instruction

Current events are contemporary issues and/or happenings. Consistent exposure to and analysis of current events by students provides an opportunity to become informed citizens and develop skills in critical thinking. By way of this vehicle, students are better able to make connections between their world and content lessons. When current event issues become extensions and reinforcements of the learning, students become aware of issues that affect them and their world.

Current events should be instructed on an ongoing cross-curricular basis. Such a study may include the historical perspective, personal relevance or future implications of the event or issue.

Refer to Social Studies Instructional Strategies for applications. In addition, suggested resources for current events are:

Television – educational and homeRadioComputer softwareCD-ROMNewspapersPeriodicalsStudent news publicationsCartoonsVideosLaser discsFilmstripsCommunity resources people


270



Appendix

Geography Instruction and Goals

Geographic education provides students with a unique perspective about people, places, and their relationships to each other over time. It links the social and the natural sciences, providing the spatial perspective necessary in understanding culture and human behavior.

The five fundamental themes in geography are:

Location – defined in terms of absolute and relative location. Absolute location refers to the exact spot on Earth where something is found. Relative location refers to the position of a place in relation to other places.

Place – defined in terms of its physical characteristics, including weather, land features, plants and animals. Place can also be described in terms of its human features. These features include a place’s people, their cultures, and their ideas.

Relationships within places – defined as people interacting with their surroundings.

Movement – defined as the movement of people, goods, and ideas from place to place.

Region – defined by common characteristics of an area.

These five themes are not addressed as isolated topics in the Florham Park Social Studies Curriculum. Rather, they are embedded throughout all unit of study at every grade lev


271



Florham Park Public SchoolsSocial Studies Curriculum Scope and Sequence

Grades K, 1, 2Appendix

Kindergarten

Me

Me and My Special Qualities

� Me – I’m Special

Grade 1

Families

My Family and My Neighborhood

� Family Members� Family Leisure and Celebrations� Where Families Live� Rules and Responsibilities� Needs and Wants

Grade 2

Communities

Types of Communities

� Three Types� Community Workers� The Past – Early Communities� Rules and Laws

Me in a Group

� Rules and Responsibilities� Friendship� Family� School� Community� Location

Families in other Lands

� Family Members� Where Families Live� Family Leisure and Celebrations� Rules and Responsibilities� Needs and Wants

Our Local Community Florham Park

� History� Florham Park today


272



Me Through Time

� Calendar� Holiday Celebrations� Famous People

My American Family

� American Citizenship� My Role as an American� American Symbols� National Holidays� Famous Americans

Early Communities Native Americans

� Woodland Tribes� Plains Tribes� Southwest Tribes� Pacific Northwest Tribes� Southeast Tribes


273



Florham Park Public Schools

Social Studies Curriculum Scope and SequenceGrades 3, 4, 5

Appendix

Grade 3

Morris County and World Cities

Morris County� History� Government� People � Natural Resources� Location� Transportation� Economy

Grade 4

New Jersey NJ Landforms and Natural Resources

� Coastal Plain� Highlands� Piedmont� Ridge and Valley

Grade 5

Early American HistoryNorth American Explorers

� Spanish� French� English � Dutch

Three Cities Around the World

� Natural Resources� History� People� Transportation� Government

NJ Government

� Municipal� County� State� Federal

The American Colonial Period

� New England� Middle Colonies� Southern Colonies

Early NJ History

� Native Americans� Colonists

The American Revolution

� Causes� Fighting for Independence� Building a New Nation

NJ’s Impact on the World

� Inventions� Social Contributions� Famous New Jerseyans� Economics and Commerce

Westward Expansion

� Nationalism� Discovery� Settling New territory


274



The Civil War

� Causes� Fighting for Unity� Reconstruction

Geography of the Americas

� Maps and Globes� Latitude and Longitude� Regions of the United States


275



Appendix

Social Studies Instructional StrategiesThe following pages describe an array of instructional strategies that may be used for social studies instruction. These activities are both single and multidisciplinary depending upon the objectives being addressed. Hopefully, teachers will become more familiar with the variety of instructional choices available and be willing to experiment with these strategies as they implement them into their teaching.


276



Social Studies Instructional Strategies Strategy Description Application

Graphic Organizers Visual illustrations of verbal statements; they help the learner organize, comprehend, summarize, and synthesize information. Examples include the following: spider map, continuum/scale, series of events chain, problem/solution outline, network tree, fishbone map, cycle, pie chart, Venn diagram, mind map, web, ranking ladder, etc.

� After reading a selection, the learner ranks the character, events, etc. on a ranking ladder graphic.� Teacher starts a web with a key idea or character from history; learners brainstorm words/phrases to build web of interrelated ideas from the reading. � A fishbone map to visualize cause and effect of an event could be constructed by teacher and learners.� The cycle graphic could be used to see how a series of events interacts to produce an effect in history.

Creative Dramatics Original responses to historic/current events involving original dramatic forms-puppetry, pantomime, role-playing, improvisations, plays, musicals, radio shows, etc.

� Learners plan and present a play with the opposite outcome of an event.� Learners role play the main characters in an event changing the time, place, or situation.

Structured Overview Framework of ideas in the selection present before reading; it gives learners an overview of the event; a graphic organizer presented before the reading.

� A structured overview of a current/historic event could be presented on the overhead projector to clarify the main ideas before reading.� A completed idea map could be used as an overview before learners read biographical data to help organize learners’ thoughts.

K-W-L: Recalling what learners Know; Determining what they Want to know: Identifying what they Learn as they read

Active thinking needed when reading expository text; the letters stand for the three activities the learner engages in when reading to learn.

� Learners can create a 3-column K-W-L strategy sheet filling it in before, during, and after they read a selection.� Learners can use the 3 column K-W-L strategy sheet before, during and after a research project. � Learners record what they know, questions they need answered, and finally the information they have gained.

Interviewing Open-ended questions presented to the learner to gain information about another learner; questions should be asked in an informal setting.

� The learners could be interviewed to gather information on topics/events. � The learners could be interviewed to reveal what they know about historic/current issues.� The learners could interview each other to compile a graphic representation of the person interviewed.


277



Social Studies Instructional StrategiesStrategy Description Application

Debate Formal argument conducted as a contest between opposing sides on a specific question.

The learners may debate the following: � The sides of a current news story causing controversy � The issues presented in nonfiction literature they read � In a trial format the prosecution/defense of a story character

Effective Questioning Purposeful questions require students to use thinking skills; questions can be organized according to Bloom’s taxonomy, higher and lower level, open and closed. Suggestions:� Know goal; select context� Plan questions� Phrase questions clearly� Allow flexibility� Avoid yes/no questions� Allow wait time (at least 3 seconds)� Avoid saying learner’s name before the question� Select learners randomly� Use positive feeling tone� Respond positively to all answers� Use the probing techniques to elicit more thorough responses� Offer opportunities for learners to react to or rephrase another’s response

Sample question:Probing: T: How did WWII change the American woman’s role? L: They got jobs. T: What evidence do you have to support your answer?Redirecting: T: Frank, do you agree with Ken’s comment…why or why not?Rephrasing: T: Which ethnic group was discriminated against in WWII? L: (No response) T: Which group was relocated?……Which group was forced to leave their homes?

Carouseling A round-robin brainstorming activity where learners travel from one station to another writing ideas.

� After reading about a certain era, related events are written at the top of a piece of chart paper. Pre-selected groups rotate at teacher’s signals (decreasing in time limit) and brainstorm pertinent facts about the event. Later, lists are discussed/evaluated.


278



Modeling The act of demonstrating the behavior or activity which is to be elicited from the learner.

� The teacher models the first few steps of note taking.� A learner models appropriate use of a bar graph for a peer.


279




Mini-lessons Lessons conducted to address the needs of one or a small group of learners in any subject area; they are usually of relatively short duration (10-15 minutes).

� The teacher instructs five learners having difficulty with developing cause and effect of a particular event in history.� The teacher reviews finding longitude and latitude with a learner.

Thematic Units Units of study constructed around a central theme; they incorporate many skills and integrate curriculum areas.

� The teacher may form interest groups.� The teacher may group learners in study groups according to topic.

Cross-ability Grouping Grouping based upon factors other than ability; heterogeneous grouping; grouping based upon interest, topic studied, etc. This grouping method helps to avoid the stigma of “low” groups.

� The teacher may form interest groups.� The teacher may group learners in study groups according to topic.

Peer Practice A cooperative learning technique in which groups (pairs, triads, etc.) of learners practice the learning together, “Buddy Study.”

� A small group of learners quizzes each other on geographic regions of Africa.� A pair of learners sits beside each other, chairs touching, but facing in opposite directions to “buddy” read aloud to each other.

Conferencing Meetings between teacher and learner’s as a follow-up to instruction; these meetings reinforce the learning and help the teacher check for understanding.

� The teacher meets with the learner to refine an essay written by the learner.� The learner and teacher meet to check for understanding on a controversial news topic.

Changing, Rapping, Songs, Choral Response, etc.

Highly motivating methods to practice, reinforce, and provide opportunities for the learner to hear, see, say, sing, and move rhythmically with the learning; learning becomes more vivid, repetitious, and memorable.

� The intermediate learner could write and perform a rap to remember historical dates.� The learners may write and perform a song about a character in history.

Learning Logs The learners communicate how and what they have understood about a concept or unit of study. They may describe their learning process, define a term, or indicate what they have learned.

� The learner could summarize an activity. � The learner may assess an objective.� The learner could reflect upon an activity in the log. � The learner may list 2 or 3 interesting ideas in response to teacher/peer questions.


280




The Prep A type of “advanced organizer” or pre-reading plan where the learners brainstorm what they know about the topic, recognize relationships between their ideas, and finally reform their knowledge upon discussion/reading.

� Before reading a selection, learners are asked what they know. The teacher lists ideas and then attempts to relate ideas. Students add to, eliminate, or enhance the knowledge determined after discussion/reading.

The Request A questioning session first between teacher and learner to model, and then between learners; questioners alternate a variety of type/levels of questions.

� After reading a selection, paired group learners, paired in groups, alternate questioning about the selection.� After reading a selection, paired learners attempt to incorporate higher level questions in the Request activity.

Response Log A journal for recording reactions to historical events, attained knowledge, current issues.

May be used to do the following: � Respond in writing to a question, impression, mood, or reaction� Respond to open-ended questions, free-writing, vocabulary, or illustrations� Stimulate group discussions� Reflect on personal reactions while reading� Record new vocabulary� Examine the author’s style and motives� Write questions for discussion

Literature Extension to the Social Studies

Activities that can be used to extend and enhance the understanding and enjoyment of social studies. A worthwhile literature extension grows naturally out of the social studies content and demonstrates something the reader has gained from the textbook.

May be used to do the following:� Rewrite or retell the book/story as a play, folktale, soap opera� Design a bookmark, book jacket, or a new cover for a book� Make a poster to advertise the book� Write an original dialogue between two characters� Write a letter to the author or a character with questions and/or suggestions

Mock Elections In this simulation of the electoral process, students learn and practice their roles, rights, and responsibilities as citizens in a democratic society.

May be used to do the following:� Coordinate with school, local, state, and national election processes


281




282




Reading to Students Reading aloud is seen as the single most influential factor in young children’s success in learning. It has a positive impact on student’s attitude toward reading. The teacher or a student may read to the class or a group of other students.

May be used to do the following:� Improve listening skills� Build vocabulary� Aid reading comprehension� Integrate literature with social studies� Enjoy hearing a short story or excerpt� Review current events/issues

Jigsawing Each student in turn becomes the “expert” on one subject by working with members from other teams. Upon returning to their team, each one in turn, teaches the rest of the group.

May be used to do the following:� Acquiring new material� Review of information learned� Having a debate

Mnemonic Schemes A technique to assist in memorization by association. May be used to do the following:� Memorize the names of the five great lakes – HOMES

Mock Trial Enactment In this simulation of the legal process, students take roles of lawyer, plaintiff, etc. to settle disputes.

May be used to do the following:� Determine guilt or innocence of fictional (Goldilocks) or nonfictional (slave owner) characters

PMI Chart A technique to assist individuals or groups in brainstorming the positive, negative (minus) and interesting characteristics about existing situations.

May be used to do the following:� Determine plusses, minuses, and interesting facts about rewriting the Constitution

Q & A Profiles A group strategy in which members develop questions, solicit answers from other members, and record the answers on a lined chart. The answers are cut into vertical strips and used for information in writing a bibliography about another group member.

May be used to do the following:� Team building activity� Writing biographies about famous Americans

Analysis of Cartoon: Editorial and other types

This is an activity designated to enhance classroom instruction in analyzing current events and other abstract concepts.

May be used to do the following:� Interpret teacher provided cartoons� Have students create captions for existing cartoons� Learners create original cartoons


283




284



Appendix

Strategies for Modifying Instruction

The following pages offer suggestions for instructional strategies that address the varied learning styles of students, especially those with special needs. All students benefit from a variety of instructional delivery methods.

Organizational Difficulties Prior to having a guest speaker or taking field trips, it may be helpful to structure the situation. Use of a checklist or a set of questions generated by the class will help students focus on relevant information. Accessibility for student with disabilities should be considered when field trips are arranged.

When assigning long-term projects/reports, provide a timeline with benchmarks as indicators for completion of major project/report sections. Students who have difficulty with organizational skills and time sequence may need to see completion of sections to maintain the organization of a lengthy project report.

Limit the number of directions presented. Write directions on the board, on overheads, or on paper.

Provide a quiet place for the child to work. Use earphones to block out noise when studying. Or, place the child near you and away from distracting noise.

Difficulties with Writing The use of computer software may be appropriate for activities that require significant amounts of writing by students.Conceptual Difficulties Identify, define, and preteach key vocabulary. Many terms in this syllabus are specific and may need continuous

reinforcement for some students with disabilities. It would also be helpful to provide a list of these key words to the special education teacher in order to provide additional reinforcement in the special educational setting.

Check periodically to determine student understanding of lectures, discussion, demonstration, etc., and how this is related to the overall topic. Encourage student to express their understanding. It may be necessary to have small group discussions or work with a partner to determine this.

Provide student and special education teachers with a tape of lectures that contain substantial new vocabulary content for further review within their special education class.

Assign a partner for the duration of a unit to a student as an additional resource to facilitate clarification of daily assignment, timelines for assignments, and to access to daily class notes.

Use visuals and hands-on experiences.

Create flash cards on which a single vocabulary word has been written using a different color for each syllable. The definition may be written on the back of the card.


285



Testing Difficulties Students with disabilities may use alternative test techniques. The needed testing modifications must be identified in the student’s Individualized Education Program (IEP). Both special and regular education teachers need to work in close cooperation so that the testing modifications can be used consistently throughout the student’s program.

In sever cases of auditory dysfunction, children will need even more assistance in order to be successful, such as: 1) Have another child take notes, 2) Dictate assignments on a tape recorder, and/or 3) Take oral tests instead of written ones.

GRAPHIC ORGANIZERSSpider Map

Used to describe a central idea, process, concept, or proposition with support. Key frame questions: What is the central idea? What are its attributes? What are its functions?

Series of Events ChainUsed to describe the stages of something, the steps in a linear procedure, a sequence of events, or the goals, actions, and outcomes of a historical figure or character in a novel. Key frame questions: What is the object, procedure, or initiating event? What are the stages or steps? How do they lead to one another? What is the final outcome?


286



Continuum ScaleUsed for time lines showing historical events or ages, degrees of something, shades of meaning or rating scales. Key frame questions: What is being scaled? What are the end points?

Compare/Contrast MatrixUsed to show similarities and differences between two things (people, places, events, ideas, etc.) Key frame questions: What things are being compared? How are they similar? How are they different?

r


287



GRAPHIC ORGANIZERS


288



Human Interaction OutlineUsed to show the nature of an interaction between persons or groups. Key frame questions: Who are the persons or groups? What were their goals? Did they conflict or cooperate? What was the outcome for each person or group?

WebbingWebbing is a method of brainstorming or generating ideas on a given topic in which connections among related ideas are shown. By doing a webbing activity, a teacher can determine what the class knows about a certain subject.

Venn DiagramThe purpose of using a Venn Diagram is to help students visualize likenesses and differences in two or more objects, characters or situations. Venn diagrams are used to compare those qualities, attributes, characteristics, values, or special makes that correspond or agree in some respect. Thinking skills used are seeing relationships and noticing similarities and differences.

Ranking LadderThe purpose of using a ranking ladder is to help students rank orders. Ladders are used to rate, evaluate, weigh or judge in order of importance, value or size. The thinking skill used is evaluating.


289

http://wzus.ask.com/r?t=p&d=us&s=a&c=a&l=dir&o=0&sv=0a30051b&ip=97c6e264&id=4A16F710BBF0B9932388E2A6DDF3E098&q=pictures+of+Human+Interaction+Outline&p=1&qs=0&ac=17&g=728cRVNKCorJPF&en=pi&io=2&ep=&eo=&b=sa&bc=&br=&tp=d&ec=4&pt=%20&ex=da_sn%3DKsg%20

http://wzus.ask.com/r?t=p&d=us&s=a&c=a&l=dir&o=0&sv=0a30050e&ip=97c6e264&id=F90794E223AA17231CFDFE5F913D32BA&q=pictures+of+sunshine&p=1&qs=1&ac=2&g=567eZ7Q2jyvzX1&en=js&io=0&ep=&eo=&b=sa&bc=&br=&tp=d&ec=4&pt=JS%20thumbnail&ex=da_sn%3DKsg1%26da_%20

http://wzus.ask.com/r?t=p&d=us&s=a&c=a&l=dir&o=0&sv=0a30050f&ip=97c6e264&id=D092B98DC10CB496427F5645AF26FDBF&q=pictures+Venn+Diagram&p=1&qs=1&ac=6&g=0231YcaltoqO2M&en=js&io=3&ep=&eo=&b=sa&bc=&br=&tp=d&ec=4&pt=JS%20thumbnail&ex=da_sn%3DKsg1%26da%20

http://wzus.ask.com/r?t=p&d=us&s=a&c=a&l=dir&o=0&sv=0a30051a&ip=97c6e264&id=43F90D5F27269F084A86F314229E822D&q=pictures+of+a+ranking+ladder&p=1&qs=1&ac=17&g=1a3eRkKJfJtgT3&en=pi&io=2&ep=&eo=&b=sa&bc=&br=&tp=d&ec=4&pt=%20&ex=da_sn%3DKsg1%26da_lh%20



GRAPHIC ORGANIZERS


290



Problem/Solution OutlineUsed to represent a problem, attempted solutions, and results. Key frame questions: What was the problem? Who had the problem? Why was it a problem? What attempts were made to solve the problem? Did those attempts succeed?

Network Tree/Mind MapThe purpose of a mind map is to help students clarify relationships between concepts. Mind maps assist with understanding the way in which objects or concepts are connected. The thinking skill used is seeing relationships.

Fishbone MapThe fishbone map is used to help students identify separate causes and effects. The thinking skill used is analysis – identifying causes.

CycleThe cycle is used to show how a series of events interact to produce a set of results again and again. Key frame questions: What are the critical events in the cycle? How are they related? In what ways are they self-reinforcing?


291

http://wzus.ask.com/r?t=p&d=us&s=a&c=a&l=dir&o=0&sv=0a300522&ip=97c6e264&id=9B1B935498CA52908F7CC9662055FB66&q=pictures+of+problem%2Fsolution+outline&p=1&qs=1&ac=3&g=6255cdLzPo02e1&en=pi&io=1&ep=&eo=&b=sa&bc=&br=&tp=d&ec=4&pt=%20&ex=da_sn%3DKsg%20

http://wzus.ask.com/r?t=p&d=us&s=a&c=a&l=dir&o=0&sv=0a300525&ip=97c6e264&id=52D140970E246320EC28B597BF168E77&q=pictures+of+mind+map&p=1&qs=1&ac=2&g=6afcjqQzthor13&en=js&io=2&ep=&eo=&b=sa&bc=&br=&tp=d&ec=4&pt=JS%20thumbnail&ex=da_sn%3DKsg1%26da_%20

http://wzus.ask.com/r?t=p&d=us&s=a&c=a&l=dir&o=0&sv=0a300520&ip=97c6e264&id=4A1506A790AA074A0E356358F97EBAC6&q=pictures+of+fishbone+map&p=1&qs=1&ac=2&g=1533KZnQyDTNev&en=pi&io=2&ep=&eo=&b=sa&bc=&br=&tp=d&ec=4&pt=%20&ex=da_sn%3DKsg1%26da_lhs%3D2%20

http://wzus.ask.com/r?t=p&d=us&s=a&c=a&l=dir&o=0&sv=0a300529&ip=97c6e264&id=A9B0B4AA39DBDAAAF33A058A5DCD3BE6&q=pictures+of+a+thinking+cycle&p=1&qs=1&ac=16&g=2f99gif1He+pHP&en=pi&io=1&ep=&eo=&b=sa&bc=&br=&tp=d&ec=4&pt=%20&ex=da_sn%3DKsg1%26da_lh%20



GRAPHIC ORGANIZERS


292



The Agree/Disagree ChartThe agree/disagree chart is used to help students organize data to support a position for or against an idea. Thinking skills are evaluating and analyzing.

The Sequence ChartThe purpose of the sequence chart is to help students sequence a series of actions or tasks chronologically.

The Prediction TreeThe purpose of the prediction tree is to help students to make predictions and to infer.

The KWLThe KWL is used to help students identify prior knowledge and experience as a bridge to a new concept, lesson, or unit.


293

http://wzus.ask.com/r?t=p&d=us&s=a&c=a&l=dir&o=0&sv=0a300511&ip=97c6e264&id=9F95C93FDDA1CCC0B2B1A08AB428F76F&q=pictures+of+agree+disagree+chart&p=1&qs=1&ac=17&g=40ebzl4ic6D9jy&en=pi&io=2&ep=&eo=&b=sa&bc=&br=&tp=d&ec=4&pt=%20&ex=da_sn%3DKsg1%26d%20

http://wzus.ask.com/r?t=p&d=us&s=a&c=a&l=dir&o=0&sv=0a300525&ip=97c6e264&id=5A32743C62918B03A2287DBADD1DED05&q=pictures+of+sequence+chart&p=1&qs=1&ac=17&g=3dd2A41jJvSvS+&en=pi&io=1&ep=&eo=&b=sa&bc=&br=&tp=d&ec=4&pt=%20&ex=da_sn%3DKsg1%26da_lhs%25%20

http://wzus.ask.com/r?t=p&d=us&s=a&c=a&l=dir&o=0&sv=0a300510&ip=97c6e264&id=CDC2A967283C4D5DC4497A020C389E9E&q=pictures+of+prediction+tree&p=1&qs=1&ac=17&g=63fdyHQ80EFFMx&en=pi&io=1&ep=&eo=&b=sa&bc=&br=&tp=d&ec=4&pt=%20&ex=da_sn%3DKsg1%26da_lhs%20

http://wzus.ask.com/r?t=p&d=us&s=a&c=a&l=dir&o=0&sv=0a300513&ip=97c6e264&id=454EE3A2DF7B4C755DC47A512066B329&q=pictures+of+KWL+knowledge+chart&p=1&qs=1&ac=17&g=26ddyOJ7g0QTf1&en=pi&io=0&ep=&eo=&b=sa&bc=&br=&tp=d&ec=1&pt=%20&ex=da_sn%3DKsg1%26da%20



GRAPHIC ORGANIZERS

SpectrumThe purpose of the spectrum is to help students see a sequence of events. In this way they can see how one event follows or comes after the other in the order of events. It helps students to see a range of varied but related ideas or objects that form a continuous series.

The Pie ChartThe pie chart is used to help students estimate the relationship of parts to the whole. This organizer can be used to break an idea or object into its parts; to see how part relate to the whole.

The TargetThe purpose of the target is to weigh important facts, ideas or beliefs. Through use of this organizer, students make a judgment to weigh the worth or importance of an object or idea.

The GridThe grid is used to help students make creative combinations. Grids are used to generate unjudged lists of ideas.


294

http://wzus.ask.com/r?t=p&d=us&s=a&c=a&l=dir&o=0&sv=0a30051e&ip=97c6e264&id=D65FB61BDDD2BF9155D9028171569CFC&q=pictures+of+a+spectrum++chart&p=1&qs=1&ac=1&g=24ae8ak8pqu4VF&en=js&io=0&ep=&eo=&b=sa&bc=&br=&tp=d&ec=1&pt=JS%20thumbnail&ex=da_sn%3DK%20

http://wzus.ask.com/r?t=p&d=us&s=a&c=a&l=dir&o=0&sv=0a30052d&ip=97c6e264&id=FE6BD967965D01B7DBCF4D63FCDF4F22&q=photos+of+a+pie+chart&p=1&qs=0&ac=19&g=209dR1hv8CZGE9&en=js&io=0&ep=&eo=&b=sa&bc=&br=&tp=d&ec=4&pt=JS%20thumbnail&ex=da_sn%3DKsg1%26d%20

http://wzus.ask.com/r?t=p&d=us&s=a&c=a&l=dir&o=0&sv=0a300524&ip=97c6e264&id=9E7BF4CC6205290B76974B6641B31154&q=photos+of+a+grid&p=1&qs=1&ac=30&g=32505f8K18Th14&en=js&io=0&ep=&eo=&b=sa&bc=&br=&tp=d&ec=4&pt=JS%20thumbnail&ex=da_sn%3DKsg1%26da_lhs%20



GRAPHIC ORGANIZERS


295

http://wzus.ask.com/r?t=p&d=us&s=a&c=a&l=dir&o=0&sv=0a30052d&ip=97c6e264&id=04C459944CC85D3FDC4CFE51556B88FF&q=photos+of+a+target&p=1&qs=1&ac=1&g=79f6dqsorSjGoO&en=js&io=0&ep=&eo=&b=sa&bc=&br=&tp=d&ec=4&pt=JS%20thumbnail&ex=da_sn%3DKsg1%26da_lh%20



The Gathering GridThe purpose of the gathering grid is to help students make subtle distinctions between similar ideas, people, events, places.

The Question Matrix

The question matrix is used to help students compare and contrast attributes, qualities, or characteristics.

The FrameThe purpose of the frame is to sequence story events, or to outline sequential events or materials.

The ScaleThe scale is used to weigh, evaluate, or make judgments about facts, ideas, or values.


296

http://wzus.ask.com/r?t=p&d=us&s=a&c=a&l=dir&o=0&sv=0a300527&ip=97c6e264&id=2155D3C09F490527650EDD8CD157220F&q=photos+of+a+gathering+grid&p=1&qs=1&ac=30&g=0dbbDfnyzWNMVp&en=pi&io=0&ep=&eo=&b=sa&bc=&br=&tp=d&ec=4&pt=%20&ex=da_sn%3DKsg1%26da_lhs%25%20

http://wzus.ask.com/r?t=p&d=us&s=a&c=a&l=dir&o=0&ld=2772&sv=0a300519&ip=97c6e264&id=9E7FC74F244E4F6B0265F7F64B53066B&q=photos+of+a+matrix+chart&p=1&qs=1&ac=11&g=7be8luMiEn9FCR&en=pi&io=3&ep=&eo=&b=sa&bc=&br=&tp=d&ec=4&pt=%20&ex=da_sn%3DKsg1%26d%20

http://wzus.ask.com/r?t=p&d=us&s=a&c=a&l=dir&o=0&ld=2772&sv=0a300513&ip=97c6e264&id=715D850A2087928BAF048FA3579D1AC4&q=photos+of+a+checkerboard+chart&p=1&qs=1&ac=28&g=6bbfr14K1CY5Oj&en=pi&io=0&ep=&eo=&b=sa&bc=&br=&tp=d&ec=2&pt=%20&ex=da_sn%3DKs%20

http://wzus.ask.com/r?t=p&d=us&s=a&c=a&l=dir&o=0&ld=2772&sv=0a300513&ip=97c6e264&id=3267418D5B374F01EC0C9701898B5DFC&q=photos+of+a+scale+of+justice&p=1&qs=1&ac=3&g=524bBB+cU+rTFz&en=js&io=1&ep=&eo=&b=sa&bc=&br=&tp=d&ec=4&pt=JS%20thumbnail&ex=da%20



GRAPHIC ORGANIZERS


297



The PMIThe PMI is used to help students evaluate and extend understanding about facts, concepts, thinking processes, and cooperative interactions. It encourages students to investigate and examine all sides of an issue.

The Information ChartThe information chart helps to teach student how to ask questions that gather information. It also helps students teach students how to summarize information with precision.

The T-ChartThe T-Chart is used to help students clarify concepts or ideas. It helps to teach students how to give specific examples.

Fat and Skinny QuestionsFat and Skinny Questions are used to teach students the difference between factual questions and complex thought questions.


298

http://wzus.ask.com/r?t=p&d=us&s=a&c=a&l=dir&o=0&ld=2772&sv=0a30051c&ip=97c6e264&id=56743EE79D8C82FEB8AEC79421E23EEE&q=photos+of+a+PMI+chart&p=1&qs=1&ac=28&g=7b6bWU8+Xe8uqn&en=pi&io=2&ep=&eo=&b=sa&bc=&br=&tp=d&ec=4&pt=%20&ex=da_sn%3DKsg1%26da_l%20

http://wzus.ask.com/r?t=p&d=us&s=a&c=a&l=dir&o=0&ld=2772&sv=0a300511&ip=97c6e264&id=2E0C084F0F69AFA880BE6A2510BCEBB2&q=photos+of+a+gray+chart&p=1&qs=1&ac=28&g=6024eh3XmOmKmD&en=pi&io=2&ep=&eo=&b=sa&bc=&br=&tp=d&ec=4&pt=%20&ex=da_sn%3DKsg1%26da_%20

http://wzus.ask.com/r?t=p&d=us&s=a&c=a&l=dir&o=0&ld=2772&sv=0a300527&ip=97c6e264&id=A5C984D55D05C99210008EA27B5C3E2E&q=photos+of+a+T+chart&p=1&qs=1&ac=28&g=048dqT19dKJ6fr&en=js&io=0&ep=&eo=&b=sa&bc=&br=&tp=d&ec=3&pt=JS%20thumbnail&ex=da_sn%3DKs%20

http://wzus.ask.com/r?t=p&d=us&s=a&c=a&l=dir&o=0&ld=2772&sv=0a300520&ip=97c6e264&id=B687A507C8E164410458256387C6F862&q=photos+of+a+fat+and+skinny+questions+&p=1&qs=1&ac=18&g=0487PX2+qDKLNN&en=pi&io=0&ep=&eo=&b=sa&bc=&br=&tp=d&ec=2&pt=%20&ex=da_%20



GRAPHIC ORGANIZERS

The Problem Solving ChartThe purpose of the problem-solving chart is to enable students to pose and solve problems or challenges. The chart provides students with a problem-solving model that uses already developed thinking patterns.

The Decision Maker’s Flow ChartThe purpose of this chart is to enable a student to structure the decision making process.


299

http://wzus.ask.com/r?t=p&d=us&s=a&c=a&l=dir&o=0&ld=2772&sv=0a300519&ip=97c6e264&id=A1E235B345BE309F509F03B9D2AFFC34&q=photos+of+a+light+bulb+&p=1&qs=1&ac=6&g=0018p2qC+dNHAZ&en=js&io=1&ep=&eo=&b=sa&bc=&br=&tp=d&ec=4&pt=JS%20thumbnail&ex=da_sn%253%20

http://wzus.ask.com/r?t=p&d=us&s=a&c=a&l=dir&o=0&ld=2772&sv=0a30050f&ip=97c6e264&id=6CB39049BE72CD2E24E7EA338335232E&q=photos+of+a+flow+chart&p=1&qs=1&ac=35&g=107bPCKf5Zu8I7&en=js&io=2&ep=&eo=&b=sa&bc=&br=&tp=d&ec=4&pt=JS%20thumbnail&ex=da_sn%253%20



Appendix

Social Studies Assessment Strategies

Classroom teachers have long understood the inadequacy of test scores for identifying all the dimensions of students’ success in school. In fact, students have always been evaluated according to many criteria, and not all of the scores given to students reflect objective learning.

The most useful information for assessing students’ growth in social studies comes directly from students’ classroom encounters with social studies content and participation in activities. Evaluation in social studies must include frequent informal assessment of students’ responses, as well as the teacher’s more formal evaluation. Assessment activities must evaluate students’ ability to apply social studies knowledge.

Although objective tests can provide broad indicators of students’ performance and detailed analysis of particular skills, alternatives to objective testing can provide more formative data. These alternatives offer an accurate picture of students’ facility with social studies by using a variety of assessment strategies.

The following pages describe alternative assessment strategies and provide some examples of how they may be applied within the classroom. The purpose for including these strategies is to provide teachers with more choices to consider when assessing their students.


300



Social Studies Assessment Strategies

Using Rubrics to Assess Students’ Oral and Written Social Studies Skills

Evaluating student learning may be facilitated through the use of rubrics. A rubric is a planned set of criteria that describes levels of performance or understanding. These criteria are expressed numerically and are accompanied by specific descriptors of performance for each number. The value of using a rubric is that it provides a common understanding of teacher expectations of student outcomes and validates teacher judgment. Rubrics promote consistency and reliability of assessment.

When using rubrics to evaluate, the criteria should be provided, explained and modeled for the students. This should be included in the initial discussion of the assignment. This information provides the students with expectations about what will be assessed, as well as standards that need to be met. Scoring with a rubric provides benchmarks, which encourage students to self-evaluate during the task completion process. Students can analyze their final scores and discover their own strengths and weaknesses by looking at the specific criteria.

The rubrics provided in this guide have been designed on a scale of 1 to 5. Scores of 1, 3, 5 have been fully defined with a list of descriptors for each. Scores of 2 and 4 may be awarded for work, which falls between these benchmarks. Suggested criteria may be customized to match specific assignments by adapting the descriptors.


301



WRITTEN REPORT RUBRICGRADES K – 2

5

CONTENT & ORGANIZATION

� Stays on topic

� Supplies many details

� Elaborates on topic

� Includes pertinent accurate information

� Makes inferences and applications

USAGE & MECHANICS

� Expresses ideas clearly – few to no errors in grammar and usage

� Uses correct mechanics – spelling, capitalization and punctuation

3


� Stays on topic

� Supplies some detail

� Contains limited elaboration on topic

� Includes some accurate information

� May make inferences and applications

USAGE & MECHANICS

� Expresses ideas adequately – some errors in grammar and usage

� Has some errors in mechanics – spelling, capitalization and punctuation

1


� Does not stay on topic

� Supplies little or no detail

� Contains little or no elaboration on topic

� Includes little or not accurate information

� Makes no inferences or applications

USAGE & MECHANICS

� Expresses ideas weakly – numerous errors in grammar and usage

� Has numerous errors in use of mechanics- spelling, capitalization and punctuation


302




303



WRITTEN REPORT RUBRICGRADES 3 - 4

5

CONTENT

� Provides thorough knowledge of ideas/topic

� Includes accurate data

� Adds considerable pertinent, historical and/or topical information with elaboration

� Makes inferences and applications

� Stays on topic

� Includes additional pertinent visuals – maps, pictures, cover

ORGANIZATION

� Includes original/creative introduction that states purpose

� Includes a conclusion that summarizes ideas

� Includes a bibliography and table of contents in correct format, when appropriate

� Includes paragraphs with topic sentences and supporting details

� Makes a neat and clean overall appearance

USAGE & MECHANICS� Uses correct spelling, capitalization and punctuation

3

CONTENT

� Provides adequate knowledge of ideas/topic

� Includes few inaccuracies

� Adds some pertinent historical and/or topical information with elaboration

� May make inferences and applications

� Stays on topic

� May include pertinent visuals and a cover

ORGANIZATION

� Includes an introduction that states the purpose

� Includes a conclusion

� Includes �

� May include paragraphs with topic sentences and details


USAGE & MECHANICS

� Has some errors in spelling, capitalization and punctuation

� Has some errors in sentence structure

1

CONTENT

� Provides a limited knowledge of ideas/topic

� Has many inaccuracies

� Gives some information with no elaboration

� Makes no inferences and/or application

� Rambles, shifts or drifts from focus

� Excludes visuals, and/or cover

ORGANIZATION

� May have no introduction

� Lacks a conclusion

� May include a bibliography and/or table of contents, when appropriate

� Lacks paragraphing with topic sentences and supporting details

� Appears messy and/or smudged

USAGE & MECHANICS

� Has many errors in spelling, capitalization and punctuation

� Has many errors in sentence structure


304



� Uses correct varied sentence structure


5

CONTENT

� Includes an introduction that states the purpose

� Includes required information

� Stays on topic

� Provides evidence of elaboration

� Includes clear and accurate data

� Makes connections by tying historical and/or topical information to other times and places

� Includes a closing that summarizes ideas or findings

ORGANIZATION & MECHANICS

� Includes a bibliography in correct format

� Includes proper paragraphing

� Uses correct grammar/usage

� Uses correct mechanics – spelling, capitalization and punctuation

FORMAT

� Uses correct format

� Exhibits a neat and clean overall appearance

3

CONTENT

� Includes a limited introduction that may not state the purpose

� Includes most required information

� Stays on topic

� Provides little evidence of elaboration

� Provides fairly complete data

� Makes some connections

� Includes a closing


� Includes a bibliography

� Has some errors in paragraphing

� Has some errors in grammar and/or usage

� Has some mechanical errors - spelling, capitalization and punctuation

FORMAT

� Has some errors in format

� May be smudged, contains cross-outs

1

CONTENT

� Does not include an introduction

� Includes little of the required information

� Rambles from the topic, drifts or shifts focus

� Provides no evidence of elaboration

� Provides little or not data

� Makes no connections

� Attempts a closing


� Does not have a bibliography

� May not be in appropriate writing form

� Has numerous errors in grammar and/or usage

� Has numerous mechanical errors

FORMAT

� Has not followed format as directed

� Appears messy


305




5


� Includes an introduction that states the purpose and scope of the report

� Identifies all pieces of required information

� Stays on topic and avoids repetition

� Chronological order of information is reported accurately

� Provides a complete and thorough explanation of the material

� Includes clear and accurate data on the time period and geographical setting

� Makes many connections between historical/ topical information and other times and places

� Provides a smooth transition from one idea to another

� Includes a closing that summarized ideas or findings

� Includes a bibliography in correct format

� Divides paper into topics and subtopics with proper paragraphing

3


� Includes an introduction that states the purpose or scope, but not both

� Identifies most pieces of required information

� Stays on topic with some repetition

� Chronological order of information is reported with some errors

� Adds several other pieces of historical/topical information with little elaboration

� Provides several types of data on time period or geographical setting but not both

� Makes some connections

� Provides some transitions from one idea to another

� Includes a closing

� Includes a bibliography

� Sometimes divides into appropriate topics and subtopics with proper paragraphing

1


� May have an introduction

� Identifies few of the required informational facts

� Rambles from topic, drifts or shifts focus

� Chronological order of information is reported with numerous errors

� Gives little explanation or detail

� Provides little or no data on time period or geographical setting

� Makes no connections

� Provides no transitions

� Attempts a closing

� May have bibliography

� May not divide paper into topics and subtopics with proper paragraphing


306



WRITTEN REPORT RUBRICGRADES 7 – 8 (Continued)

5

MECHANICS & FORMAT

� Uses correct grammar

� Uses correct mechanics – spelling, capitalization, punctuation

� Is handwritten in blue/black ink or word processed or typewritten, double-spaced with margins, on front side of page

� Includes a title page and cover with pertinent illustrations and labeling


3

MECHANICS & FORMAT

� Has some errors in grammar

� Has some mechanical errors - spelling, capitalization, punctuation

� Is handwritten in blue/black or word processed or typewritten, double-spaced with margins, on front side of page

� Includes a cover with title page with labeling, but no illustration

� May be smudged; contains some cross-outs

1

MECHANICS & FORMAT

� Has numerous errors in grammar

� Has numerous mechanical errors – spelling, capitalization, punctuation

� May be in pen or pencil

� May include a cover and title page with limited labeling or no illustration

� Appears mess with pages dog-eared and/or wrinkled


307



Table of Contents

Click on the following link to view the NJDOE approved 9/11 activitieshttp://www.state.nj.us/education/holocaust/911/curriculum/

K-4 Standards Connections5-8 Standards Connections

I. Kindergarten a. Lesson EI- 1 Chrysanthemumb. Lesson EII-5 Power of Hurtful Words and Responding to Themc. Lesson EV-11 September Roses

II. 1st Grade a. Lesson EI-2 The Beauty of Colorsb. Lesson EI-3 Heroes in Our Everyday Livesc. Lesson EV-13 There’s A Big Beautiful World Out There

III. 2 nd Grade a. Lesson EI-4 A Brave Herob. Lesson EII-6 Making Choices: Bystander, Perpetrator, Victim, Rescuerc. Lesson EV-12 September 12th

IV. 3rd Grade a. Lesson EII-7 Making Choices: Bystander, Perpetrator, Victim and Upstanderb. Lesson EIV-9 A Fireboat and Its Heroic Adventuresc. Lesson EVII-16 Serving Our Town, Country, and World: National Day of Service

V. 4 th Grade a. Lesson EVI-14 Student Responses to Artifacts in St. Paul’s Chapelb. Lesson EVI-15 The Survivor Treec. Lesson EVII-17 Peace Poems

VI. 5 th Grade a. Lesson EIII-8 Wallsb. Lesson EVII-18 Universal Declaration of Human Rights: How Can We Put It

Into Action?

VII. 6 th Grade a. Lesson MI-3 Disaster: Natural vs. Human-madeb. Lesson MI-4 The Pyramid of Hatec. Lesson MIV-8 A Moment in Timed. Lesson MVII-16 Why Does Tragedy Bring Us Together?e. Lesson MVII-18 You Can Do It, Yes You Can!


308

http://www.state.nj.us/education/holocaust/911/curriculum/



VIII. 7 th Grade a. Lesson MI-1 An American Momentb. Lesson MII-5 What is Terrorism?c. Lesson MIII-6 Terrorism: Government Sponsored?d. Lesson MIV-10 Looking Back: What Happened Before September 11e. Lesson MVI-14 Remembrance and Memory Seen Through the Eyes of Artists

IX. 8 th Grade a. Lesson MI-2 Another View of an American Momentb. Lesson MIII-7 Surprising Klansmenc. Lesson MV-11 Civil Rights in the Age of Terrorismd. Lesson MV-12 The 9/11 Commission: Our Country Gets a Report Carde. Lesson MVI-13 A Random Act of Kindnessf. Lesson MVII-17 The Upstander

X. Appendix


309



New Jersey Standards/ CPIs To Be Completed By 4th GradeSocial StudiesContent StatementCPI #Cumulative Progress Indicator (CPI)Rules and laws are developed to protect people’s rights and the security and welfare of society.6.1.4.A.1Explain how rules and laws created by community, state, and national governments protect the rights of people, help resolve conflicts, and promote the common good.The examination of individual experiences, historical narratives, and events promotes an understanding of individual and community responses to the violation of fundamental rights.6.1.4.A.9Compare and contrast responses of individuals and groups, past and present, to violations of fundamental rights.The United States democratic system requires active participation of its citizens.6.1.4.A.11Explain 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.In an interconnected world, it important to consider different cultural perspectives before proposing solutions to local, state, national, and global challenges.6.1.4.A.15Explain how and why it is important that people from diverse cultures collaborate to find solutions to community, state, national, and global challenges.In an interconnected world, increased collaboration is needed by individuals, groups, and nations to solve global problems.6.1.4.A.16Explore how national and international leaders, businesses, and global organizations promote human rights and provide aid to individuals and nations in need.Prejudice and discrimination can be obstacles to understanding other cultures.6.1.4. D.16Describe how stereotyping and prejudice can lead to conflict, using examples from the past and present.Active citizens in the 21st century: • Recognize that people have different perspectivesbased on their beliefs, values, traditions, culture,and experiences. • Identify stereotyping, bias, prejudice, anddiscrimination in their lives and communities. • Are aware of their relationships to people, places,and resources in the local community and beyond. • Make informed and reasoned decisions by seekingand assessing information, asking questions, andevaluating alternate solutions. • Develop strategies to reach consensus and resolveconflict. • Demonstrate understanding of the need for fairnessand take appropriate action against unfairness.6.3. 4.A.3Select a local issue and develop a group action plan to inform school and/or community members about the issue.6.3. 4.A.4Communicate with students from various countries about common issues of public concern and possible solutions.6.3. 4.D.1Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions.

Comprehensive Health and Physical EducationMany factors at home, school, and in the community impact social and emotional health.2.1.4.E.2Distinguish among violence, harassment, gang violence, discrimination, and bullying and demonstrate strategies to prevent and resolve these types of conflicts.Effective communication is the basis for strengthening interpersonal interactions and relationships and resolving conflicts.2.2.4.A.2Demonstrate effective interpersonal communication when responding to disagreements or conflicts with others.Character building is influenced by many factors both positive and negative, such as acceptance,2.2.4.C.2Explain why core ethical values (such as respect, empathy, civic mindedness, and good citizenship) are important in the local anddiscrimination, bullying, abuse, sportsmanship, support, disrespect, and violence.


310



world community.Service projects provide an opportunity to have a positive impact on the lives of self and others.2.2.4.D.1Explain the impact of participation in different kinds of service projects on community wellness.

English Language Arts (Common Core)Technology21st-Century Life & Career SkillsRL.4.3.Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).RL.4.6.Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.RI.4.3.Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.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.W.4.9.Draw evidence from literary or informational texts to support analysis, reflection, and research.The use of digital tools and media-rich resources8.1.4.B.1Produce a media-rich digital story about a significant local eventenhances creativity and the construction of knowledge.or issue based on first-person interviews.Effective use of digital tools assists in gathering and8.1.4.E.1Investigate a problem or issue found in the United States and/ormanaging information.another country from multiple perspectives, evaluate findings,and present possible solutions, using digital tools and onlineresources for all steps.The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a lifelong skill that develops over time.9.1.4.A.1Recognize a problem and brainstorm ways to solve the problem individually or collaboratively.


311



New Jersey Standards/ CPIs To Be Completed By 8th GradeSocial StudiesContent StatementCPI #Cumulative Progress Indicator (CPI)Active citizens in the 21st century: • Recognize the value of cultural diversity, as wellas the potential for misunderstanding. • Critically analyze media to assess differentviewpoints and detect bias, opinion, andstereotypes. • Listens open-mindedly to views contrary to theirown. • Collaboratively develop and practice strategies formanaging and resolving conflict. • Demonstrate understanding of democratic valuesand processes. • Recognize that the actions or inactions ofindividuals, groups, and nations can have intended and unintended consequences.6.3.8.A.3Collaborate with international students to deliberate about and address issues of gender equality, child mortality, or education.6.3.8.D.1Engage in simulated democratic processes (e.g., legislative hearings, judicial proceedings, elections) to understand how conflicting points of view are addressed in a democratic society.

Comprehensive Health and Physical EducationEnglish Language Arts (Common Core)Personal core ethical values impact the behavior of oneself and others.2.2.6.C.1Explain how character and core ethical values can be useful in addressing challenging situations.Character building is influenced by many factors both positive and negative, such as acceptance, discrimination, bullying, abuse, sportsmanship, support, disrespect, and violence.2.2.6.C.2Predict situations that may challenge an individual’s core ethical values.Respect and acceptance for individuals regardless of gender, sexual orientation, disability, ethnicity, socioeconomic background, religion, and/or culture provide a foundation for the prevention and resolution of conflict.2.1.8.E.2Determine the effectiveness of existing home, school, and community efforts to address social and emotional health and prevent conflict.Stress management skills impact an individual’s ability to cope with different types of emotional situations.2.1.8.E.3Explain how culture influences the ways families and groups cope with crisis and change.Working together toward common goals with individuals of different abilities and from different backgrounds develops and reinforces core ethical values.2.2.8.C.1WHST.8.1.Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Provide a concluding statement or section that follows from and supports the argument presented.WHST.8.7.Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.WHST.8.8.Gather relevant information from multiple print and digital sources, using search terms effectively; assess thecredibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.WHST.8.9Draw evidence from informational texts to support analysis reflection, and research.


312



Technology21st-Century Life & Career SkillsThe use of technology and digital tools requires knowledge and appropriate use of operations and related applications.8.1.8.A.5Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems.The ability to recognize a problem and apply critical9.1.8.A.1Develop strategies to reinforce positive attitudes and productivethinking and problem-solving skills to solve the problembehaviors that impact critical thinking and problem-solvingis a lifelong skill that develops over time.skills.9.1.8.A.2Implement problem-solving strategies to solve a problem inschool or the community.


313

Documents

Florham Park Public Schools Social Studies … Park Public Schools Social Studies Curriculum K ... Unit Essential Questions ... current public policy issues?