BERKELEY HEIGHTS PUBLIC SCHOOLS BERKELEY HEIGHTS, …

BERKELEY HEIGHTS PUBLIC SCHOOLS BERKELEY HEIGHTS, NEW JERSEY

SOCIAL STUDIES GRADES K-5

CURRICULUM GUIDE

Date: July 2014

Updated: December 2019

Dr. Melissa Varley, Superintendent Mr. Scott McKinney, Assistant Superintendent

Mr. Jonathan Morisseau, Principal

Developed by: Matthew Madura, Emily Mulieri, Jared Prupis, Courtney Reinl, Stacey Saravay, Sean Waller, Kara Wilson

This curriculum may be modified through varying techniques, strategies, and materials as

per an individual student’s Individual Education Plan (IEP)

Approved by the Berkeley Heights Board of Education on __12/5/19__

TABLE OF CONTENTS

Page

Vision Statement 3

Mission Statement 3

Student Proficiencies 4

Methods of Evaluation 5

New Jersey Student Learning Standards for Social Studies 6

New Jersey Student Learning Standards for 21st Century Life and Careers 8

Modification and Accommodations 9

Grade K Scope and Sequence 13

Grade 1 Scope and Sequence 15 Grade 1 Pacing Chart, Interdisciplinary Connections, 21st Century and Modifications 17

Grade 2 Scope and Sequence 19

Grade 2 Pacing Chart 22

Grade 2 Interdisciplinary Connections, 21st Century and Modifications 23










Social Studies Vocabulary List 47

Suggested Materials/Resources 49

Berkeley Heights Public Schools Social Studies Curriculum Guide

SOCIAL STUDIES CURRICULUM GRADES K-5

VISION STATEMENT

The vision for kindergarten through fifth grade social studies instruction is for all students to acquire the knowledge and critical thinking skills needed to become informed, productive, responsible citizens and contributing members to the communities in which they belong. Students will have both independent and collaborative opportunities to examine historical, economical, and geographical events of the past, reflect on the impact those events have on the present and consider how present day decisions and events may impact the future. Students will be challenged to explore, excel, and embrace a lifetime of learning, enabling them to develop an appreciation of the values of a diverse society, and to recognize the importance of a commitment to the common good.

MISSION STATEMENT

To achieve the vision for K-5 social studies instruction, teachers will: ●Provide opportunities for students to acquire knowledge about American traditions and values

based on historical events and the American constitutional system of government. ●Foster an environment where students are encouraged to take risks, think critically, and form

opinions about issues that are of importance to all Americans. ●Provide opportunities for students to demonstrate respect for others' ideas and values, and to

express their own ideas and values through collaborative activities. ●Connect social studies to other learning by providing interdisciplinary experiences that

demonstrate the role of social studies in other content areas and in life. ●Provide opportunities for students to interact with the communities in which they belong and to

demonstrate their understanding of civic responsibility.


STUDENT PROFICIENCIES The student will be able to:

1. Develop an awareness and appreciation of social studies. (6.1–6.3)

2. Predict outcomes based on factual information. (6.1–6.3)

3. Utilize graphic organizers to categorize and classify information. (6.1–6.3)

4. Compare, contrast, and infer from factual information. (6.1–6.3)

5. Determine cause and effect relationships. (6.1–6.3)

6. Recognize the relationship between social studies and technology. (6.1-6.3)

7. Recognize the relationship between social studies and the environment. (6.1-6.3)

8. Develop an understanding of how social studies links the past to the present. (6.1–6.3)

9. Recognize that what happens today affects the future. (6.1–6.3)

10. Recognize the importance of critical thought processes in making decisions and solving problems. (6.1-6.3)

11. Tolerate ideas, values, and viewpoints of individual cultures. (6.1-6.3)

12. Appreciate how an understanding of fundamental social studies concepts and skills

enables one to be a socially responsible citizen in a democratic society. (6.1-6.3)

13. Develop an appreciation for our democratic form of government. (6.1-6.3)

14. Act as a responsible citizen. (6.1-6.3)

15. Develop an historical perspective relative to actions and feelings of people from other times and places. (6.1-6.3)

16. Develop an understanding that conflicts can often be overcome by cooperation. (6.1-6.3)

17. Recognize that interdependence connects people with one another and affects their lives.

(6.1-6.3)

18. Use technology, maps, globes, graphs, diagrams, and information systems to generate and interpret information. (6.1-6.3)


METHODS OF EVALUATION

1. Homework and class work

2. Class participation

3. Tests and quizzes

4. Notebooks/Binders

5. Journals

6. Portfolios

7. Activities/Projects

8. Oral Presentations

9. Rubrics/Checklists

10. Performance Assessment

11. Teacher Observation/Questions

12. Self –assessment


NEW JERSEY STUDENT LEARNING STANDARDS FOR SOCIAL STUDIES

The Berkeley Heights Social Studies Curriculum is aligned to the New Jersey Student Learning Standards. The text below is taken from the New Jersey Department of Education website. Follow this link to view the website. A. Standard 6.1 U.S. History: America in the World applies to grades P-12; at the P and K-4

levels, content is organized by strand only; at the 5-8 and 9-12 levels, content organized by era and strand.

B. Standard 6.2 World History/Global Studies applies only to grades 5-12; at both the 5-8

and 9-12 levels, content organized by era and strand. C. Standard 6.3 Active Citizenship in the 21st Century applies to grades P-12; at all levels (P,

K-4, 5-8, and 9-12) content is organized by strand only. The Role of Essential Questions Key essential questions recur throughout the study of history. They provoke inquiry and lead to deeper understanding of the big ideas that enable students to better comprehend how the past connects to the present. The essential questions created for this project, which follow, were used to frame content goals and to inform the development of the cumulative progress indicators. A. Civics, Government, and Human Rights

● 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?

B. Geography, People, and the Environment

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

C. Economics, Innovation, and Technology

● 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?


https://www.nj.gov/education/cccs/2014/ss/

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

D. History, Culture, and Perspectives

● 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?


NEW JERSEY STUDENT LEARNING STANDARDS FOR 21st CENTURY LIFE AND CAREERS

The 21st Century Life and Careers standards are below. The text below is taken from the New Jersey Department of Education website. Follow this link to view the website. Career Ready Practices: These practices outline the skills that all individuals need to have to truly be adaptable, reflective, and proactive in life and careers. These are researched practices that are essential to career readiness. Standard 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. Standard 9.2 Career Awareness, Exploration, and Preparation: This 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. Standard 9.3 Career and Technical Education: This standard outlines what students should know and be able to do upon completion of a CTE Program of Study.


https://www.nj.gov/education/cccs/2014/career/

MODIFICATIONS & ACCOMMODATIONS Modifications and Accommodations for Students with IEPs, students with 504s, English Language Learners and Gifted and Talented students may include but are not limited to the following: Special Education

● Individualized Education Plans (IEP’s)

● Exemplars of varied performance levels

● Multimedia presentations ● Sheltered instruction ● Consultation with ESL teachers ● Manipulatives ● Tiered/Scaffolded Lessons ● Mnemonic devices ● Visual aids ● Modeling ● Guided note-taking ● Study Guides ● Modified homework ● Differentiated pre-typed class notes

and example problems ● Use of the special education teacher

to re-instruct in flexible small groups for the struggling learner

● Manipulatives ● Flipped Instruction ● Word banks ● Reduced choice on assessments ● Preferential seating ● Choice activities ● Modified time requirements ● Modified notes ● Modified lesson, assessment and

study guide format ● Provide an enriched curriculum

and activities ● Independent projects ● Contracts/behavior support plans ● Open-ended responses ● Project-based learning ● Group activities ● Guided Notes

● Functional learning incorporated into each lesson

● Exploration Activities ● Assessment read aloud ● Small group assessments ● Organizational Support ● Oral questioning assessments to

supplement written response ● Pre-writing Structural Supports for

extended writing tasks ● Ongoing teacher feedback as part of

the writing process ● Interactive Study Guides ● Multi-sensory approach to

instruction ● Written and spoken step-by-step

directions ● Content-focused assessment (not

grading for spelling/grammar) ● Graphic organizers ● Non-verbal cues to begin

task/remain on task/refocus ● Individual monitoring for

understanding/reinforced instruction

● Printed copies of class readings for application of Active Reading Strategies

Gifted & Talented

● Provide one-to-one teacher support

● Curriculum Compacting ● Advanced problems to extend the

critical thinking skills of the advanced learner

● Supplemental reading material for independent study


● Elevated questioning techniques using Webb’s Depth of Knowledge matrix

● Curriculum Compacting ● Flexible grouping ● Tiered assignments ● Topic selection by interest ● Manipulatives ● Tiered Lessons ● Flipped Instruction ● Multimedia Presentations ● Open-ended responses ● Project-based learning ● Group activities ● Guided Notes ● Conclusions and analysis of

exploratory activities ● Career based learning incorporated

into each lesson ● Exploration Activities ● Student choice

ELL’s ● Exemplars of varied performance

levels ● Multimedia presentations ● Sheltered instruction ● Consultation with ESL teachers ● Manipulatives ● Tiered/Scaffolded Lessons ● Mnemonic devices ● Visual aids ● Modeling ● Guided note-taking ● Study Guides ● Modified homework ● Differentiated pre-typed class notes

and example problems ● Individualized instruction plans ● Manipulatives ● Flipped Instruction ● Words banks ● Reduced choice on assessments ● Preferential seating ● Choice activities ● Modified time requirements

● Modified notes ● Modify lesson, assessment and

study guide format ● Provide an enriched curriculum

and activities ● Contracts/management plans ● Open-ended responses ● Project-based learning ● Group activities ● Guided Notes ● Exploration Activities ● Assessment read aloud ● Small group assessments ● Oral questioning assessments to





directions ● Graphic organizers ● Non-verbal cues to begin




504’s

● Exemplars of varied performance levels

● Multimedia presentations ● Sheltered instruction ● Tiered/Scaffolded Lessons ● Mnemonic devices ● Visual aids ● Modeling ● Guided note-taking ● Study Guides


● Differentiated pre-typed class notes and example problems

● Manipulatives ● Words banks ● Reduced choice on assessments ● Preferential seating ● Modified time requirements ● Modified notes ● Modify lesson, assessment and

study guide format ● Modified homework ● Independent projects ● Contracts/management plans ● Open-ended responses ● Project-based learning ● Group activities ● Guided Notes ● Exploration Activities ● Assessment read aloud ● Small group assessments ● Organizational Support ● Oral questioning assessments to





directions ● Content-focused assessment (not

grading for spelling/grammar) ● Graphic organizers ● Non-verbal cues to begin




Students at Risk of Failure ● Exemplars of varied performance

levels ● Multimedia presentations ● Tiered/Scaffolded Lessons ● Modeling ● Guided note-taking ● Study Guides ● Differentiated pre-typed class notes

and example problems ● Individualized instruction plans ● Words banks ● Reduced choice on assessments ● Preferential seating ● Choice activities ● Modified time requirements ● Modified notes ● Modified lesson, assessment and

study guide format ● Modified homework ● Provide an enriched curriculum

and activities ● Contracts/management plans ● Open-ended responses ● Project-based learning ● Group activities ● Guided Notes ● Exploration Activities ● Assessment read aloud ● Small group assessments ● Oral questioning assessments to





directions ● Graphic organizers ● Non-verbal cues to begin

task/remain on task/refocus


● Individual monitoring for understanding/reinforced instruction



SOCIAL STUDIES SCOPE AND SEQUENCE: GRADE K

N. J. Content Area Standard

Strand, CPI #, Cumulative Progress Indicator

6.1 U.S. History: America in the World

Strand A: Civics, Government, and Human Rights 6.1.K.A.1 Identify rules at home and at school. 6.1.K.A.2 Identify laws in the community. 6.1.K.A.3 Identify leaders at home and at school and explain what they do. 6.1.K.A.4 Recognize concepts fairness, honesty, and respect. 6.1.K.A.5 Follow steps to resolve a conflict. 6.1.K.A.6 Identify the terms past and present. 6.1.K.A.7 Identify sources of information on local and state level. 6.1.K.A.8 Retell events or stories with accuracy and appropriate sequencing. Strand B: Geography, People, and the Environment 6.1.K.B.1 Identify a map and a globe. 6.1.K.B.2 Recognize picture symbols on a map. 6.1.K.B.3 Describe the difference between land and water. 6.1.K.B.4 Describe different bodies of water. 6.1.K.B.5 Distinguish between the four seasons. 6.1.K.B.6 Describe various weather conditions. 6.1.K.B.7 Identify and categorize different types of transportation. 6.1.K.B.8 Explain ways in which people communicate. Strand C: Economics, Innovation, and Technology 6.1.K.C.1 Explain that people work to pay for basic needs and other things. 6.1.K.C.2 Explain that money is used to purchase goods and services. 6.1.K.C.3 Name and describe jobs in the community 6.1.K.C.4 Identify reasons people work. Strand D: History, Culture, and Perspectives 6.1.K.D.2 Identify positive work habits and attitudes necessary for home and school. 6.1.K.D.3 Identify reasons for working as part of a team. 6.1.K.D.4 Identify a problem. 6.1.K.D.5 Identify choices and decisions. 6.1.K.D.6 Accepts criticism and responds constructively. 6.1.K.D.7 Demonstrate steps to deal with stress and conflict. 6.1.K.D.8 Identify positive social skills to interact with others. 6.1.K.D.9 Select and use language appropriate to the situation. 6.1.K.D.10 Develop skills for accepting self and others through awareness of different cultures, lifestyles, and attitudes. 6.1.K.D.11 Practice steps for effective conflict resolution. 6.1.K.D.12 Work cooperatively with others to accomplish a task.


6.2 World History/Global Studies

This information is covered in the middle school.

6.3 Active Citizenship in the 21st Century

Strand A: Civics, Government, and Human Rights 6.3.K.A.1 Recognize the importance of American symbols. 6.3.K.A.2 Identify the President of the United States. 6.3.K.A.3 Explain and give examples of responsibility. 6.3.K.A.4 Participate in activities such as dance, song, and games that represent various cultures. Strand B: Geography, People, and the Environment 6.3.K.B.1 Identify and explain how the four seasons affect people, animals, and plants. 6.3.K.B.2 Explain the concepts of recycling and littering. 6.3.K.B.3 Identify common hazards associated with home and school. 6.1.K.B.4 Explain how common hazards can be eliminated at home and school. Strand C: Economics, Innovation, and Technology 6.3.K.C.1 Describe various life roles and work-related activities in the home, community and school. Strand D: History, Culture, and Perspectives 6.3.K.D.1 Recognize roles of adults and children in a family and at school. 6.3.K.D.2 Explain how people and events change. 6.3.K.D.3 Tell about their family heritage using stories, songs, and drawings. 6.3.K.D.4 Retell the story of an American hero.

Note: The New Jersey Student Learning Standards can be accessed at https://www.nj.gov/education/cccs/2014/ss/standards.pdf


https://www.nj.gov/education/cccs/2014/ss/standards.pdf

SOCIAL STUDIES SCOPE AND SEQUENCE: GRADE 1




Strand A: Civics, Government, and Human Rights 6.1.1.A.1 Explain the need for rules and laws. 6.1.1.A.2 Explain how communities benefit from laws. 6.1.1.A.3 Recognize various community and political roles (e.g., teacher, police officer, mayor). 6.1.1.A.4 Recognize the different viewpoints of others. 6.1.1.A.5 Explain why it is important to demonstrate fairness and respect Strand B: Geography, People, and the Environment 6.1.1.B.1 Recognize the map as a picture of a place. 6.1.1.B.2 Use a map key and its symbols. 6.1.1.B.3 Identify the physical features of places on a simple level. 6.1.1.B.4 Identify the physical and identifying characteristics of places. 6.1.1.B.5 Identify various weather conditions, climate, and seasons. 6.1.1.B.6 Identify the types of transportation used to move goods and people. Strand C: Economics, Innovation, and Technology 6.1.1.C.1 Identify some needs and wants of most families. 6.1.1.C.2 Give examples of goods and services. 6.1.1.C.3 Identify various forms of currency (e.g., penny, nickel, quarter, dollar). 6.1.1.C.4 Explain what it means to "save" money. 6.1.1.C.5 Identify reasons people work. Strand D: History, Culture, and Perspectives 6.1.1.D.1 Identify positive work habits and attitudes necessary for home, community, and school. 6.1.1.D.1 Identify reasons for working as part of a team. 6.1.1.D.2 Identify a problem. 6.1.1.D.3 Identify choices and decisions. 6.1.1.D.4 Accepts criticism and responds constructively. 6.1.1.D.5 Recognize personal likes and dislikes. 6.1.1.D.6 Demonstrate steps to deal with stress and conflict. 6.1.1.D.7 Identify positive social skills to interact with others. 6.1.1.D.8 Select and use language appropriate to the situation. 6.1.1.D.9 Develop skills for accepting self and others through awareness of different cultures, lifestyles, and attitudes. 6.1.1.D.10 Practice steps for effective conflict resolution. 6.1.1.D.11 Work cooperatively with others to accomplish a task.





Strand A: Civics, Government, and Human Rights 6.3.1.A.1 Identify significant American symbols. 6.3.1.A.2 Identify the President of the United States and the local mayor. 6.3.1.A.3 Identify responsibilities of citizens. 6.3.1.A.4 Recognize real people who have demonstrated responsible leadership and citizenship. Strand B: Geography, People, and the Environment 6.3.1.B.1 Give examples of natural resources in everyday life. 6.3.1.B.2 Identify how the seasons and weather affect how people live. 6.3.1.B.3 Identify ways to care for the earth. 6.3.1.B.4 Identify common hazards associated with home and school. 6.3.1.B.5 Explain how common hazards can be eliminated at home and school. Strand C: Economics, Innovation, and Technology 6.3.1.C.1 Describe various life roles and work-related activities in the home, community and school. 6.3.1.C.2 Identify some types of jobs that produce goods or provide services. 6.3.1.C.3 Explain the purpose of jobs. 6.3.1.C.4 Identify a bank as an institution where people save money. Strand D: History, Culture, and Perspectives 6.3.1.D.1 Identify traditions and celebrations of various cultures (e.g., Chinese New Year, Cinco de Mayo). 6.3.1.D.2 Identify sources of information on local, national events (e.g., books, newspapers, TV, radio, Internet). 6.3.1.D.3 Retell events or stories with accuracy and appropriate sequencing. 6.3.1.D.4 Identify roles of family members. 6.3.1.D.5 Compare family today with long ago. 6.3.1.D.6 Explain the historical significance of major national holidays (e.g. Independence Day, Labor Day) and American symbols.




Grade 1 Social Studies Pacing Chart Topics Standard Time Parameters Unit 1 Culture: Families and Neighbors 6.1, 6.3 September Unit 3 History: Life Long Ago 6.3 November Benchmark 1 Beginning of February Unit 4 Economics: All About Work 6.1, 6.3 February Unit 2 Geography: All About the Earth 6.1 April Unit 5 Citizenship: Our Government 6.3 May Benchmark 2 End of May Grade 1 Social Studies Suggested Interdisciplinary Connections Art [New Jersey Student Learning Standards: Strand - VPA.1.3.2.D]

● Creating a class quilt out of paper ● Make landform displays out of clay for art

Language Arts [New Jersey Student Learning Standards: Strand - LA.W.1]

● Writing about topics covered such as holiday traditions Reading [New Jersey Student Learning Standards: Strand - LA.RL.1]

● Use literature or biographies related to the topics being covered Technology [New Jersey Student Learning Standards: Strand - TECH.8.1.2.E]

● Visit www.brainpopjr.com ● Visit Ben's Guide to US Government at http://bensguide.gpo.gov/k-2/index.html

21st Century Skills and Career Ready Practices

● CRP1. Act as a responsible and contributing citizen and employee. ● CRP4. Communicate clearly and effectively and with reason. ● 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. ● 9.1.4.F.1 Demonstrate an understanding of individual financial obligations and community

financial obligations. ● 9.1.4.F.2 Explain the roles of philanthropy, volunteer service, and charitable contributions,

and analyze their impact on community development and quality of living.


http://www.brainpopjr.com/

http://bensguide.gpo.gov/k-2/index.html

● 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.

● 9.2.4.A.2 Identify various life roles and civic and work-related activities in the school, home, and community.

Grade 1 Social Studies Suggested Modifications

● Conduct guided reading groups using books covering various social studies concepts ● Cooperation in small groups ● Independent Internet research ● Self-selected use of library books containing social studies concepts ● Use Spanish version of Scholastic News magazine ● Use websites for visual learners ● Use videos to enhance vocabulary






Strand A: Civics, Government, and Human Rights 6.1.2.A.1 Explain the need for rules, laws, and government. 6.1.2.A.2 Give examples of authority and recognize problems that might arise from lack of effective authority. 6.1.2.A.3 Describe how American citizens can participate in community and political life. 6.1.2.A.4 Explain that justice means fairness to all. 6.1.2.A.5 Explain that a responsibility means something you must or should do. 6.1.2.A.6 Explore basic concepts of diversity, tolerance, fairness, and respect for others. Strand B: Geography, People, and the Environment 6.1.2.B.1 Explain the spatial concepts of location, distance and direction, including:

a. The location of school, home, neighborhood, community, state, and country;

b. The relative location of the community and places within it; and c. The location of continents and oceans.

6.1.2.B.2 Explain that the globe is a model of the Earth and maps are representations of local and distant places. 6.1.2.B.3 Demonstrate basic globe and map skills. 6.1.2.B.4 Describe the physical features of places and regions as on a simple scale. 6.1.2.B.5 Describe the physical and human characteristics of places. 6.1.2.B.6 Recognize that the relationship of the Earth to the sun affects weather conditions, climate, and seasons. Strand C: Economics, Innovation, and Technology 6.1.2.C.1 Identify the basic goods and services a family needs for everyday life. 6.1.2.C.2 Explain how the products individuals eat, wear, and use impact their health and safety and the environment. 6.1.2.C.3 Identify various jobs and explain how workers in these jobs receive income for their work. 6.1.2.C.4 Identify various places to save money; such as a bank. 6.1.2.C.5 Use computer applications to gather and organize information to solve problems. 6.1.2.C.6 Identify skills associated with various careers. 6.1.2.C.7 Identify reasons people work.


Strand D: History, Culture, and Perspectives 6.1.2.D.1 Identify symbols of American values and beliefs such as the American Flag and the Statue of Liberty. 6.1.2.D.2 Identify community and government leaders (e.g., mayor, town council, President of the United States). 6.1.2.D.3 Identify examples of responsible citizenship in the school setting. 6.1.2.D.4 Recognize real people and fictional characters who have demonstrated responsible leadership and citizenship and identify the characteristics that have made them good examples. 6.1.2.D.5 Explain that the United States is a diverse nation and one of many nations in the world. Identify positive social skills to interact with others. 6.1.2.D.6 Select and use language appropriate to the situation. 6.1.2.D.7 Develop skills for accepting self and others through awareness of different cultures, lifestyles, and attitudes. 6.1.2.D.8 Practice steps for effective conflict resolution. 6.1.2.D.9 Work cooperatively with others to accomplish a task.




Strand A: Civics, Government, and Human Rights 6.3.2.A.1 Explain the concepts of long ago and far away. 6.3.2.A.2 Apply terms related to time, including past, present, and future. 6.3.2.A.3 Identify sources of information on local, national, and international events (e.g., books, newspapers, TV, radio, Internet). 6.3.2.A.4 Retell events or stories with accuracy and appropriate sequencing. 6.3.2.A.5 Develop simple timelines. Strand B: Geography, People, and the Environment 6.3.2.B.1 Describe the role of resources such as air, land, water, and plants in everyday life. 6.3.2.B.2 Describe the impact of weather on everyday life. 6.3.2.B.3 Act on small-scale, personalized environmental issues such as littering and recycling, and explain why such actions are important. 6.3.2.B.4 Identify the modes of communication used to transmit ideas. 6.3.2.B.5 Identify common hazards associated with home, school, and community. 6.3.2.B.6 Explain how common hazards can be eliminated at home, school and community. 6.3.2.B.7 Describe the safe use of tools and equipment used at home and at school. Strand C: Economics, Innovation, and Technology 6.3.2.C.1 Develop an understanding of the nature and impact of technology, as it relates to the individual, society, and the environment.


6.3.2.C.2 Describe various life roles and work-related activities in the home, community and school. 6.3.2.C.3 Identify positive work habits and attitudes necessary for home, community, and school. 6.3.2.C.4 Identify reasons for working as part of a team. 6.3.2.C.5 Recognize and define a problem. 6.3.2.C.6 Plan and follow the steps to make choices and decisions. 6.3.2.C.7 Identify print and non-print resources that can be used to help solve problems. 6.3.2.C.8 Demonstrate brainstorming skills. 6.3.2.C.9 Recognize and build upon personal strengths. 6.3.2.C.10 Accepts criticism and responds constructively. 6.3.2.C.11 Recognize personal likes and dislikes. 6.3.2.C.12 Demonstrate steps to deal with stress and conflict. Strand D: History, Culture, and Perspectives 6.3.2.D.1 Recognize change and continuity in their lives. 6.3.2.D.2 Describe their family history through two generations. 6.3.2.D.3 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. 6.3.2.D.4 Discuss the contributions of important women, African Americans, and Native Americans to the United States and New Jersey history. 6.3.2.D.5 Relate why important national buildings, statues, and monuments are associated with our national history.




Grade 2 Social Studies Pacing Chart Topics Standard Time Parameters Unit 1 Culture: We Live Together 6.1, 6.3 September – October Lesson 1: At Home and At School Lesson 2: Living in Communities Lesson 3: Large and Small Communities Lesson 4: Customs and Traditions Lesson 5: People Help Communities

Unit 2 Geography: Exploring Earth 6.1, 6.3 November Lesson 1: All About Location Lesson 2: Where We Live Lesson 5: Land and Water Lesson 6: Earth’s Resources Lesson 7: We Change Earth Benchmark 1 December Unit 3 History: Long Ago and Today 6.1, 6.3 January Lesson 1: Communities Then and Now Lesson 2: Early Americans Lesson 3: Colonies to States Lesson 4: Families on the Move Lesson 5: Freedom for All Unit 4 Economics: Needs and Wants 6.1, 6.3 February Lesson 1: Our Needs and Wants Lesson 2: Many Kinds of Work Lesson 3: Goods and Trade Lesson 4: Producers and Consumers Unit 5 Citizenship: How Government Works 6.1, 6.3 April – May Lesson 1: We the People Lesson 2: Our Country’s Government Lesson 3: Our State Capitals Lesson 4: Community Government Lesson 5: Justice for All Benchmark 2 May


Grade 2 Social Studies Suggested Interdisciplinary Connections

Art [New Jersey Student Learning Standards: Strand - VPA.1.3.2.D ● Create a map of the seven continents using watercolor paints ● Create a flow chart illustrating Earth, North America, United States, New Jersey, Berkeley

Heights Language Arts [New Jersey Student Learning Standards: Strand - LA.W.2]

● Write a persuasive paragraph “If I were the mayor of Berkeley Heights…” or “If I were the President…”

Reading [New Jersey Student Learning Standards: Strand - LA.RL.2]

● Use the books below to support the following topics: o Economics

▪ How a Crayon is Made ▪ What Do We Buy

o Geography ▪ Town Mouse, Country Mouse ▪ Where Do I Live

o Government ▪ House Mouse, Senate Mouse ▪ Woodrow the White House Mouse

Technology [New Jersey Student Learning Standards: Strand - TECH.8.1.2.E]

● iPad App: The Seven Continents ● iPad App: Coin Math




and analyze their impact on community development and quality of living. ● 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can

help a person achieve personal and professional goals. ● 9.2.4.A.2 Identify various life roles and civic and work-related activities in the school,

home, and community. Grade 2 Social Studies Suggested Modifications

● Break down the reading materials into smaller increments


● Vocabulary enhancement with pictures to clarify ● Shorten the length of projects ● Additional time on benchmarks ● Partner reading ● Accept picture stories as supplements to open ended responses ● Encourage successful students to share their materials and study strategies with all

classmates






Strand A: Civics, Government, and Human Rights 6.1.3.A.1 Describe the characteristics of an effective rule or law (e.g., achieves purpose, clear, fair, protects the rights and the common good). 6.1.3.A.2 Recognize that government exists at the community, county, state, and federal levels. 6.1.3.A.3 Recognize national, state, and local legislators and government officials. 6.1.3.A.4 Describe the contributions of voluntary associations and organizations in helping government provide for its citizens. 6.1.3.A.5 Identify the fundamental values and principles of American democracy expressed in the Pledge of Allegiance, the Declaration of Independence. 6.1.3.A.6 Explain the significance of symbols of American values and beliefs, including the Statue of Liberty, the Statue of Justice, the American Flag, and the national anthem. 6.1.3.A.7 Evaluate the importance of traditions, values, and beliefs which form a common American heritage in an increasingly diverse American society. 6.1.3.A.8 Discuss how governmental bodies make decisions and explain the impact of those decisions on school and community life. 6.1.3.A.9 Identify major services provided by state and local government. 6.1.3.A.10 Describe the significant characteristics of an effective citizen. Strand B: Geography, People, and the Environment 6.1.3.B.1 Use physical and political maps to identify locations and spatial relationships of places within local and nearby communities. 6.1.3.B.2 Describe and demonstrate different ways to measure distance (e.g., miles, kilometers, time). 6.1.3.B.3 Identify the major countries, continents, bodies of water, and mountain ranges of the world. 6.1.3.B.4 Identify the physical and human characteristics of places and regions in the United States (e.g., landforms, climate, vegetation, housing). 6.1.3.B.5 Discuss factors involved in the development of cities (e.g., transportation, food, marketplace, religion, military protection). Strand C: Economics, Innovation, and Technology 6.1.3.C.1 Distinguish between goods (e.g., objects) and services (e.g., activities). 6.1.3.C.2 Distinguish between a want and a need. 6.1.3.C.3 Explain the three functions of money in the economy.


a. Medium of exchange (e.g., buying) b. Measure of value (e.g., price comparison) c. Store of value (e.g., saving)

6.1.3.C.4 Discuss how natural, human, and capital resources are used to produce goods and to provide services. 6.1.3.C.5 Describe how to earn, save, and budget money in order to purchase a needed or desired item. 6.1.3.C.6 Identify potential and alternative sources of income and their limitations. 6.1.3.C.7 Explain how income and household expenses affect spending and take home pay. 6.1.3.C.8 Explain why people borrow money and the relationship between credit and debt. 6.1.3.C.9 Determine the relationship among income, expenses and interest. 6.1.3.C. 10 Determine personal responsibility related to borrowing and lending. 6.1.3.C.11 Explain the concept of opportunity cost. 6.1.3.C.12 Use computer applications to gather and organize information to solve problems. Strand D: History, Culture, and Perspectives 6.1.3.D.1 Explain that the world is divided into many nations consisting of territory and people, with their own government, languages, customs, and laws. 6.1.3.D.2 Explain why it is important to understand diverse peoples, ideas, and cultures. 6.1.3.D.3 Identify aspects of culture and heritage presented in literature, art, music, sport, or the media. 6.1.3.D.4 Examine common and diverse traits of other cultures and compare to their own culture.




Strand A: Civics, Government, and Human Rights 6.3.3.A.1 Discuss the reasons why various groups, voluntarily and involuntarily, immigrated to America and New Jersey and describe the problems they encountered. 6.3.3.A.2 Discuss the history of their community, including the origins of its name, groups and individuals who lived there, and access to important places and buildings in the community. 6.3.3.A.3 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.


6.3.3.A.4 Explain the roles of philanthropy, volunteer service, and charitable contributions and analyze their impact on community development and quality of life. 6.3.3.A.5 Identify skills related to organizing, managing and taking on the risk of owning a business. Strand B: Geography, People, and the Environment 6.3.3.B.1 Differentiate between living and non-living natural resources. 6.3.3.B.2 Describe and demonstrate the importance of personal and interpersonal skills. 6.3.3.B.3 Identify positive work habits and attitudes necessary for home, community, and school. 6.3.3.B.4 Identify reasons for working as part of a team. 6.3.3.B.5 Recognize and define a problem. 6.3.3.B.6 Plan and follow the steps to make choices and decisions. 6.3.3.B.7 Identify and access print and non-print resources that can be used to help solve problems. 6.3.3.B.8 Demonstrate brainstorming skills Strand C: Economics, Innovation, and Technology 6.3.3.C.1 Explain that some essential goods and services are provided by the government, such as roads, schools, parks, police, and fire protection. 6.3.3.C.2 Describe various careers and jobs and work related activities in the home, community, and school. 6.3.3.C.3 Identify abilities and skills associated with various careers. 6.3.3.C.4 Identify reasons people work and how work habits impact the quality of one’s work, accountability, and productivity. 6.3.3.C.5 Use technology to learn about students and their families in other countries through classroom links, email, and Internet research. 6.3.3.C.6 Develop an understanding of the nature and impact of technology, as it relates to the individual, society, and the environment. 6.3.3.C.7 Explain why some uses of media are unethical. 6.3.3.C.8 Demonstrate an understanding of the relationship between personal behavior and self-image. 6.3.3.C.9 Recognize and build upon personal strengths. 6.3.3.C.10 Accepts criticism and responds constructively. 6.3.3.C.11 Recognize personal likes and dislikes. 6.3.3.C.12 Demonstrate steps to deal with stress and conflict. 6.3.3.C.13 Identify positive social skills to interact with others. 6.3.3.C.14 Select and use language appropriate to the situation. 6.3.3.C.15 Develop skills for accepting self and others through awareness of different cultures, lifestyles, and attitudes. 6.3.3.C.16 Practice steps for effective conflict resolution. 6.3.3.C.17 Work cooperatively with others to accomplish a task.


6.3.3.C.18 Use effective oral and written communication when presenting to an audience. 6.3.3.C.19 Apply comparison shopping skills to purchasing decisions. 6.3.3.C.20 Explain what it means to be a responsible consumer and the factors to consider when making consumer and the factors to consider when making consumer decisions. 6.3.3.C.21 Identify personal information that should be disclosed to others and the possible consequences of doing or not doing so. Strand D: History, Culture, and Perspectives 6.3.3.D.1 Apply terms related to time including years, decades, centuries, and generations. 6.3.3.D.2 Organize events in a timeline. 6.3.3.D.3 Distinguish fact from fiction. 6.3.3.D.4 Discuss how families long ago expressed and transmitted their beliefs and values through oral tradition, literature, songs, and celebrations. 6.3.3.D.5 Compare family life in a community of the past to life in a community of the present. 6.3.3.D.6 Describe situations in which people from diverse backgrounds work together to solve common problems.




Grade 3 Social Studies Pacing Chart Topics Standard Time Parameters Map Skills 6.1, 6.3 September Unit 1 Communities and Geography 6.1, 6.3 October – Early November

Lesson 1: What Is a Community? Lesson 2: Communities Big and Small Lesson 3: Our Country’s Geography Lesson 4: Our Natural Resources Lesson 5: People and the Environment

Unit 2 Communities Change 6.1, 6.3 Mid-November Lesson 1: First Communities Unit 3 Many Cultures, One Country 6.1, 6.3 December – January Lesson 1: A Land of Immigrants Lesson 2: All About Culture Lesson 3: Sharing Culture Through Stories Lesson 4: Local Celebrations Lesson 5: Cultures Around the World Benchmark 1 December Unit 4 Communities at Work 6.1, 6.3 February – Mid-March Lesson 1: Businesses in the Community Lesson 2: Making Money Choices Lesson 3: Farm Communities Lesson 4: Making Goods Together Lesson 5: Working Together Unit 5 Communities and Government 6.1, 6.3 Late March – April Lesson 1: National Government Lesson 2: State Government Lesson 3: Local Government Lesson 4: Rules and Laws Lesson 5: Taking Action History of Berkeley Heights 6.3 May Benchmark 2 May


Grade 3 Social Studies Suggested Interdisciplinary Connections Language Arts [New Jersey Student Learning Standards: Strand - LA.W.3]

● Write a letter as an immigrant describing America to a relative back home in Europe Math [New Jersey Student Learning Standards: Domain - MA.3.OA]

● Design a budget to show how to save for a desired object Reading [New Jersey Student Learning Standards: Strand - LA.RL.3]

● Use the following books to support lessons: o The Long Way to a New Land o Molly’s Pilgrim

Technology [New Jersey Student Learning Standards: Strand - TECH.8.1.5.E]

● Lemonade Stand http://www.ae4rv.com/games/lemonade.htm ● Money Metropolis http://www.practicalmoneyskills.com/games/moneymetropolis/ ● International Trade http://www.imf.org/external/np/exr/center/students/trade/index.htm







● Shorten length of projects ● Extended time on benchmarks ● Repeat, reword, and clarify directions ● Partner reading ● Encourage successful students to share their materials and study strategies with all

classmates


http://www.ae4rv.com/games/lemonade.htm

http://www.practicalmoneyskills.com/games/moneymetropolis/

http://www.imf.org/external/np/exr/center/students/trade/index.htm





Strand A: Civics, Government, and Human Rights 6.1.4.A.1 Describe the characteristics of an effective rule or law (e.g., achieves purpose, clear, fair, protects the rights and the common good). 6.1.4.A.2 Differentiate between power and authority. 6.1.4.A.3 Recognize national, state, and local legislators and government officials and explain how to contact them for help or to express an opinion. 6.1.4.A.4 Describe the contributions of voluntary associations and organizations in helping government provide for its citizens. 6.1.4.A.5 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.6 Select a local issue and develop a group action plan to inform school and/or community members about the issue. 6.1.4.A.7 Identify the fundamental values and principles of American democracy expressed in the Pledge of Allegiance, the Declaration of Independence, the United States Constitution and the Bill of Rights, and the first New Jersey Constitution. 6.1.4.A.8 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 United States Constitution and the Bill of Rights, contribute to the continuation and improvement of American democracy. 6.1.4.A.9 Discuss how the Constitution describes how the United States government is organized and how it defines and limits the power of government. 6.1.4.A.10 Delineate the respective roles of the three branches of the federal and state governments. 6.1.4.A.11 Determine how “fairness,” “equality,” and the “common good” have influenced change at the local and national levels of United States government. 6.1.4.A.12 Explain how national and state governments share power in the federal system of government. 6.1.4.A.13 Explain that a citizen is a legally recognized member of the United States with rights and responsibilities, such as voting in elections andserving on juries. 6.1.4.A.14 Describe the significant characteristics of an effective citizen and discuss ways to influence public policy (e.g., serving in elected office, working on a campaign). 6.1.4.A.15 Describe the process by which immigrants can become United States citizens.


6.1.4.A.16 Compare and contrast the responses of individuals and groups, past and present, to violations of fundamental rights. 6.1.4.A.17 Explore how national and international leaders, businesses, and global organizations promote human rights and provide aid to individuals and nations in need. Strand B: Geography, People, and the Environment 6.1.4.B.1 Estimate distances between two places on a map using a scale of miles. 6.1.4.B.2 Identify the major cities of New Jersey, the United States, and the world. 6.1.4.B.3 Locate time zones, latitude, longitude, and the global grid. 6.1.4.B.4 Identify the physical and human characteristics of places and regions in New Jersey and the United States (e.g., landforms, climate, vegetation, and housing). 6.1.4.B.5 Explain changes in places and regions over time and the consequences of those changes. 6.1.4.B.6 Describe the geography of New Jersey. 6.1.4.B.7 Describe the basic components of the Earth’s physical systems, including landforms, water, erosion, weather, and climate and discuss their impact on human development. 6.1.4.B.8 Describe the development of transportation and communication networks in New Jersey and the United States. 6.1.4.B.9 Identify the distribution and characteristics of populations for different regions of New Jersey and the United States. Strand C: Economics, Innovation, and Technology 6.1.4.C.1 Distinguish between goods (e.g., objects) and services (e.g., activities). 6.1.4.C.2 Explain that prices are the money value of goods and services and that prices change as a result of supply and demand. 6.1.4.C.3 Define consumers as buyers and producers as workers and sellers. 6.1.4.C.4 Explain that people can improve their ability to earn income by gaining new knowledge, skills, and experiences. 6.1.4.C.5 Identify potential and alternative sources of income and their limitations. 6.1.4.C.6 Explain how income affects spending and take-home pay. 6.1.4.C.7 Explain the meaning and purposes of taxes and tax deductions and why fees for various benefits (e.g., medical benefits) are taken out of pay. 6.1.4.C.8 Distinguish among cash, check, credit card, and debit card. 6.1.4.C.9 Explain the purposes of financial institutions (e.g. banks) in the community. 6.1.4.C.10 Identify common sources of credit (e.g. banks, credit card companies) and types of credit (e.g. loans, credit cards, mortgages).


6.1.4.C.11 Compare and contrast credit cards and debit cards and the advantages and disadvantages of using each. 6.1.4.C.12 Summarize ways to avoid credit problems. 6.1.4.C.13 Explain what it means to invest. 6.1.4.C.14 Distinguish between saving and investing. 6.1.4.C.15 Describe various life roles and work related activities in the home, community, and school. 6.1.4.C.16 Identify abilities and skills associated with various careers. 6.1.4.C.17 Identify reasons people work and how work habits impact the quality of one’s work, accountability, and productivity. 6.1.4.C.18 Identify various jobs and career earnings in the community. 6.1.4.C.19 Describe and demonstrate the importance of personal and interpersonal skills. Strand D: History, Culture, and Perspectives 6.1.4.D.1 Explain how present events are connected to the past. 6.1.4.D.2 Locate sources for the same information (e.g., weather forecast on TV, the Internet or in a newspaper). 6.1.4.D.3 Distinguish between an eyewitness account and a secondary account of an event. 6.1.4.D.4 Compare the major early culture of the Lenape that existed in the region that became New Jersey prior to contact with the Europeans. 6.1.4.D.5 Discuss the reasons why revolutionary leaders, including George Washington, Thomas Jefferson, Benjamin Franklin, and Governor William Livingston fought for independence from England. 6.1.4.D.6 Discuss New Jersey’s role during the American Revolution. 6.1.4.D.7 Identify major documents and symbols in New Jersey and American history, including the Mayflower Compact, the Declaration of Independence, the United States Constitution, the New Jersey State Seal, and Martin Luther King Jr.’s “I Have a Dream” speech. 6.1.4.D.8 Identify and discuss major scientific discoveries and inventions, the scientists and inventors who developed them (e.g., Thomas Edison), and their impact on life today. 6.1.4.D.9 Discuss the 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. 6.1.4.D.10 Describe the population shift from the farm to the city in New Jersey.




Strand A: Civics, Government, and Human Rights 6.3.4.A.1 Discuss how the United States interacts with other nations of the world through trade, treaties and agreements, diplomacy, cultural contacts, and sometimes through the use of military force. 6.3.4.A.2 Explain why it is important for nations to communicate and


resolve disagreements through peaceful means. 6.3.4.A.3 Outline the purposes of the United Nations. 6.3.4.A.4 Identify current issues that may have a global impact (e.g., pollution, diseases) and discuss ways to address them. 6.3.4.A.5 Explain that even within a culture, diversity may be affected by race, religion, or class. 6.3.4.A.6 Use technology to learn and communicate about students and their families in other countries through classroom links, email, and Internet research. 6.3.4.A.7 Define stereotyping and discuss how it impacts self-image and interpersonal relationships. 6.3.4.A.8 Develop and implement a group initiative that addresses an economic issue impacting children. 6.3.4.A.9 Demonstrate and understanding of individual financial obligations and community financial obligations. 6.3.4.A.10 Relate a country’s economic system of production and consumption to building personal wealth and achieving societal responsibilities Strand B: Geography, People, and the Environment 6.3.4.B.1 Explain the nature, characteristics, and distribution of renewable and non-renewable resources. 6.3.4.B.2 Plan and participate in an advocacy project to inform others about environmental issues at the local or state level and propose possible solutions. Strand C: Economics, Innovation, and Technology 6.3.4.C.1 Describe products and services that are developed, manufactured, or grown in New Jersey. 6.3.4.C.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. 6.3.4.C.3 Use computer applications to gather and organize information to solve problems. 6.3.4.C.4 Demonstrate effective communication using digital media during classroom activities. 6.3.4.C.5 Explain why some uses of media are unethical. 6.3.4.C.6 Develop an understanding of the nature and impact of technology, as it relates to the individual, society, and the environment. 6.3.4.C.7 Identify common hazards associated with home, school, and community. 6.3.4.C.8 Explain how common hazards can be eliminated at home, school and community.


6.3.4.C.9 Describe and demonstrate the safe use of tools and equipment used at home and at school. 6.3.4.C.10 Identify ways interest rates add to the cost of goods and services. 6.3.4.C.11 Evaluate financial information from a variety of sources. 6.3.4.C.12 Compare and contrast product facts versus advertising claims. 6.3.4.C.13 Summarize common types of financial risks and basic risk management strategies. 6.3.4.C.14 Explain the importance of protection against financial loss and reasons for risk-assessment. 6.3.4.C.15 Describe how valuable items might be damaged or lost and ways to protect. 6.3.4.C.16 Appraise personal likes and dislikes and identify careers that might be suited to personal likes. 6.3.4.C.17 Identify qualifications needed to pursue traditional and non-traditional careers and occupations. 6.3.4.C.18 Locate career information using a variety of resources. 6.3.4.C.19 Recognize and define a problem. 6.3.4.C.20 Plan and follow the steps to make choices and decisions. 6.3.4.C.21 Identify and access print and non-print resources that can be used to help solve problems. 6.3.4.C.22 Demonstrate brainstorming skills. 6.3.4.C.23 Demonstrate an understanding of the relationship between personal behavior and self-image 6.3.4.C.24 Recognize and build upon personal strengths. 6.3.4.C.25 Accepts criticism and responds constructively. 6.3.4.C.26 Recognize personal likes and dislikes. 6.3.4.C.27 Demonstrate steps to deal with stress and conflict. 6.3.4.C.28 Identify positive social skills to interact with others. 6.3.4.C.29 Select and use language appropriate to the situation. 6.3.4.C.30 Develop skills for accepting self and others through awareness of different cultures, lifestyles, and attitudes. 6.3.4.C.31 Practice steps for effective conflict resolution. 6.3.4.C.33 Work cooperatively with others to accomplish a task. 6.3.4.C.34 Use effective oral and written communication in face to face and online interactions and when presenting to an audience. 6.3.4.C.35 Identify positive work habits and attitudes necessary for home, community, and school. 6.3.4.C.36 Identify reasons for working as part of a team. Strand D: History, Culture, and Perspectives 6.3.4.D.1 Discuss the value of the American national heritage including:

a. Diverse folklore and cultural contributions from New Jersey and other regions in the United States;

b. History and values celebrated in American songs, symbols, slogans, and major holidays; and


6.3.4.D.2 Historical preservation of primary documents, buildings, places of memory, and significant artifacts.




Grade 4 Social Studies Pacing Chart Topics Standards Time Parameters Unit 2: The United States: 6.1 Sept. – End of Nov./Early Dec. Map and Globe Skills / Its Land and People Lesson 1: From Sea to Sea Lesson 2: Our Country’s Regions Lesson 3: Our Country’s Climate Lesson 4: Running a Business Lesson 5: Our Economy Pages 112 – 113 Benchmark 1 December Unit 2: The United States: 6.1 December – Early/Mid-March Its Land and People Lesson 6: State & Local Government Lesson 7: Our Nation’s Government Lesson 8: Our Democratic Values Unit 3: The Northeast 6.1 December – Early/Mid-March Lesson 1: The Geography of the Northeast Lesson 2: The Economy of the Northeast Lesson 3: The People of the Northeast (optional) Page 141 Unit 4: The Southeast 6.1, 6.3 December – Early/Mid-March Lesson 1: The Geography of the Southeast Lesson 2: The Economy of the Southeast Lesson 3: The People of the Southeast (optional) Unit 5: The Midwest 6.1, 6.3 Early/Mid-March – June Lesson 1: The Geography of the Midwest Lesson 2: The Economy of the Midwest Lesson 3: The People of the Midwest (optional) Unit 6: The Southwest 6.1, 6.3 Early/Mid-March – June Lesson 1: The Geography of the Southwest Lesson 2: The Economy of the Southwest Lesson 3: The People of the Southwest (optional) Pages 238 – 239 Unit7: The West 6.1 Early/Mid-March – June


Lesson 1: The Geography of the West Lesson 2: The Economy of the West Lesson 3: The People of the West (optional) Pages 270 – 271 Benchmark 2 June


Grade 4 Social Studies Suggested Interdisciplinary Connections Art [New Jersey Student Learning Standards: Strand - VPA.1.3.5.D]

● Create state travel brochures Language Arts [New Jersey Student Learning Standards: Strand - LA.W.4]

● Write a persuasive report to an official in state or local government Math [New Jersey Student Learning Standards: Domain - MA.4.OA]

● Research and create the state budget prior to the November elections Science [New Jersey Student Learning Standards: Disciplinary Core Idea - 4-ESS2]

● Create posters of the various habitats of the 5 regions of the United States Technology [New Jersey Student Learning Standards: Strand - TECH.8.1.2.E]

● Visit Ben's Guide to US Government at http://bensguide.gpo.gov/k-2/index.html ● Visit Ducksters US Government for Kids at

https://www.ducksters.com/history/us_government.php 21st Century Skills and Career Ready Practices






● Collaborative group work ● Individual research projects ● Modified class notes ● Assign partners when studying for tests and quizzes ● Use computer programs for projects


http://bensguide.gpo.gov/k-2/index.html

https://www.ducksters.com/history/us_government.php





Strand A: Civics, Government, and Human Rights 6.1.5.A.1 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. 6.1.5.A.2 Analyze sources of, and ways to fight prejudice and discrimination. 6.1.5.A.3 Discuss the major characteristics of democratic governments. 6.1.5.A.4 Practice tolerance, fairness, and respect for others to demonstrate an appreciation of diversity in our society. 6.1.5.A.5 Describe representative government and explain how it works to protect the majority and the minority. 6.1.5.A.6 Demonstrate an understanding of major historical conflicts over the United States constitutional principles. 6.1.5.A.7 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. 6.1.5.A.8 Discuss the rights and responsibilities of American citizens, including obeying laws, paying taxes, serving on juries, and voting in local, state, and national elections. 6.1.5.A.9 Discuss how the rights of American citizens may be in conflict with each other (e.g., right to privacy vs. free press). 6.1.5.A.10 Identify significant characteristics of an effective citizen and know how to influence public policy by participating in the government activities of their school. 6.1.5.A.11 Describe how one’s heritage includes personal history and experiences, culture, customs, and family background. Strand B: Geography, People, and the Environment 6.1.5.B.1 Distinguish among the distinct characteristics of maps, globes, graphs, charts, diagrams, and other geographical representations, and the utility of each in solving problems. 6.1.5.B.2 Distinguish among the major map types, including physical, political, topographic, and demographic. 6.1.5.B.3 Describe and distinguish among the various map projections, including size, shape, distance, and direction. 6.1.5.B.4 Describe how regions change over time. 6.1.5.B.5 Compare and contrast the physical and human characteristics of places in regions of the United States and the world. Strand C: Economics, Innovation, and Technology


6.1.5.C.1 Explain the law of supply and demand. 6.1.5.C.2 Describe the many ways federal, state, and local governments raise funds to meet the need for public facilities and government services. 6.1.5.C.3 Use computer applications to gather and organize information to solve problems. 6.1.5.C.4 Describe various life roles and work related activities in the home, community, and school. 6.1.5.C.5 Identify abilities and skills associated with various careers. 6.1.5.C.6 Identify reasons people work and how work habits impact the quality of one’s work, accountability, and productivity. 6.1.5.C.7 Describe and demonstrate the importance of personal and interpersonal skills. 6.1.5.C.8 Identify positive work habits and attitudes necessary for home, community, and school. 6.1.5.C.9 Identify reasons for working as part of a team. Strand D: History, Culture, and Perspectives 6.1.5.D.1 Use critical thinking skills to interpret events, recognize bias, point of view, and context. 6.1.5.D.2 Analyze data in order to see persons and events in context. 6.1.5.D.3 Examine current issues, events, or themes and relate them to past events. 6.1.5.D.4 Use effective strategies for locating information.


Strand D: History, Culture, and Perspectives 6.2.5.D.1 Describe the physical and cultural changes that shaped the earliest human communities as revealed through scientific methods, including:

a. Migrations and adaptations of Native American groups in the western hemisphere;

b. Differences between hunter/gatherer, fishing, and agrarian communities.

6.2.5.D.2 Analyze (cover with more critical thinking) the major developments of European explorations and the establishment of colonial empires. 6.2.5.D.3 Evaluate the impact of the Columbian Exchange on ecology, agriculture, and culture from different perspectives. 6.2.5.D.4 Discuss factors that stimulated European overseas explorations between the 15th and 17th centuries and the impact of that exploration on the modern world. 6.2.5.D.5 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). 6.2.5.D.6 Analyze the political, social, and cultural characteristics of the English colonies.


6.2.5.D.7 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. 6.2.5.D.8 Identify factors that account for the establishment of African slavery in the Americas. 6.2.5.D.9 Discuss the background and major issues of the American Revolution, including the political and economic causes and consequences of the revolution. 6.2.5.D.10 Discuss the political and philosophical origins of the United States Constitution and its implementation in the 1790s. 6.2.5.D.11 Describe and map American territorial expansions and the settlement of the frontier during this period. 6.2.5.D.12 Examine the ideals found in the Declaration of Independence andassess the extent to which they were fulfilled for women, African Americans, and Native Americans during this time period.


Strand A: Civics, Government, and Human Rights 6.3.5.A.1 Recognize and define a problem. 6.3.5.A.2 Plan and follow the steps to make choices and decisions. 6.3.5.A.3 Identify and access print and non-print resources that can be used to help solve problems. 6.3.5.A.4 Demonstrate brainstorming skills. Strand B: Geography, People, and the Environment 6.3.5.B.1 Discuss how technology affects the ways in which people perceiveand use places and regions. 6.3.5.B.2 Discuss how and why people cooperate, but also engage in conflict, to control the Earth’s surface. Strand C: Economics, Innovation, and Technology 6.3.5.C.1 Identify common hazards associated with home, school, and community. 6.3.5.C.2 Explain how common hazards can be eliminated at home, school and community. 6.3.5.C.3 Describe and demonstrate the safe use of tools and equipment used at home and at school. 6.3.5.C.4 Develop an understanding of the nature and impact of technology, as it relates to the individual, society, and the environment. Strand D: History, Culture, and Perspectives 6.3.5.D.1 Describe how inventions and innovations have improved standards of living over the course of history. 6.3.5.D.2 Demonstrate an understanding of the relationship between personal behavior and self-image. 6.3.5.D.3 Recognize and build upon personal strengths.


6.3.5.D.4 Accepts criticism and responds constructively. 6.3.5.D.5 Recognize personal likes and dislikes. 6.3.5.D.6 Demonstrate steps to deal with stress and conflict. 6.3.5.D.7 Identify positive social skills to interact with others. 6.3.5.D.8 Select and use language appropriate to the situation. 6.3.5.D.9 Develop skills for accepting self and others through awareness of different cultures, lifestyles, and attitudes. 6.3.5.D.10 Practice steps for effective conflict resolution. 6.3.5.D.11 Work cooperatively with others to accomplish a task.




Pacing Chart for 5th-Grade Social Studies (This is based on a six-day schedule where Social Studies is taught three out of the six days.)

Chapter 3 -- Age of Exploration – 2 weeks

● Marco Polo ● Christopher Columbus ● The Columbian Exchange (not in text) ● Amerigo Vespucci

Chapters 4 and 5 – The First Colonies/The Thirteen Colonies – 11 weeks

● The Virginia Colony (Roanoke and Jamestown) ● The Plymouth Colony ● The New England Colonies ● Triangular Trade Routes and the Middle Passage ● Slavery in the Colonies ● The Middle Colonies ● The Southern Colonies

Benchmark 1 January Chapter 6 – The Colonies Unite – 12 weeks

● Conflicting Claims among European Countries to Land in North America ● French and Indian War ● Proclamation of 1763 ● The Stamp Act and Other Taxes ● Colonists Protest – The Sons and Daughters of Liberty, Committees of Correspondence,

Boycotts ● The Townshend Acts ● The Boston Massacre ● The Boston Tea Party ● The Coercive Acts ● The First Continental Congress ● Lexington and Concord ● The Battle of Fort Ticonderoga (not in text) ● The Second Continental Congress ● The Battle of Bunker Hill ● The Olive Branch Petition ● The Declaration of Independence


Chapter 7 – The Revolutionary War – 6 weeks ● Women and the War ● African Americans (Free and Enslaved) and the War ● People in the West and the War ● Comparing the British and the American Armies ● Early Battles in the North ● The Battle of Saratoga ● Valley Forge ● Contributions from Other Nations ● The Battle of Yorktown ● The Treaty of Paris ● Effects of the War

Chapter 8 – The Constitution -- 8 weeks

● Articles of Confederation/Shays’ Rebellion ● The Constitutional Convention – Reasons for Change; Debates; The Virginia Plan; The

New Jersey Plan; Compromises (The Great Compromise; The Three-Fifths Compromise; The Presidency)

● Three Branches of Government ● Ratifying the Constitution ● The Bill of Rights ● Amending the Constitution ● The New Government – Washington’s Administration ● Checks and Balances ● Federal, State, and Local Powers ● Citizenship – Rights and Responsibilities

Chapter 9 – The Young Republic – if there is time

● Exploring the West ● Immigrants and Pioneers ● The Louisiana Purchase ● Lewis and Clark/Sacagawea ● War of 1812

Holocaust Unit -- move to reading Benchmark 2 May


Grade 5 Social Studies Suggested Interdisciplinary Connections Math [New Jersey Student Learning Standards: Domain - MA.5.MD]

● Unit 1: Students create timelines of their lives. Students need to know how to estimate the distance between steps on a timeline accurately.

Reading [New Jersey Student Learning Standards: Strand - LA.RL.5]

● Unit 2 & 3: Read The Diary of Remember Patience Whipple chronicles a young girl’s journey to the new world on the Mayflower.

Science [New Jersey Student Learning Standards: Disciplinary Core Idea - 5-ESS3] ● Unit 3: Discuss how the environment affects the economies and lifestyles of the

colonists in each region. Technology [New Jersey Student Learning Standards: Strand - TECH.8.1.5.E]

● Unit 5: View United Streaming videos on YouTube about the Industrial Revolution, Age of Andrew Jackson, and the Erie Canal.


● CRP1. Act as a responsible and contributing citizen and employee. ● CRP4. Communicate clearly and effectively and with reason. ● 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. ● 9.1.8.F.1 Explain how the economic system of production and consumption may be a

means to achieve significant societal goals. ● 9.1.8.F.2 Examine the implications of legal and ethical behaviors when making financial

decisions. ● 9.1.8.F.3 Relate the impact of business, government, and consumer fiscal responsibility to

the economy and to personal finance.

Grade 5 Social Studies Suggested Modifications

● For visual and kinesthetic learners, have them re-enact many of the events ● Collect visuals off of Google Images to supplement notes when note-taking becomes to

arduous ● Students can draw visuals in lieu of writing some essays

o Ex. Draw a picture of the amendment that means the most to you instead of writing an essay about it

● Group projects (ex. Revolutionary War mural)


Social Studies Vocabulary List

K Grade 1 Grade 2 Grade 3 City Address Citizen Century Cooperate Celebrate Communication Consumer Family Community Continent Culture Farm Factory Country Decade Free Holiday Custom Employee Friend Law Goods Geography Globe Map Key Government Heritage Homes Native Americans Justice Immigrant Job Needs Location Income Leader Pilgrim Mayor Landform Map Save Monument Migration Money Season Natural Resources Producer Neighborhood Shelter Ocean Region President Solve Past Rural Rules Symbol Recycle Suburb Safe Town Services Tax Share Transportation State Urban Together Wants Technology Value Vote Weather Timeline Volunteer Work Trade Year


Grade 4 Grade 5 Agriculture Amendment Repeal Butte Apprentice Segregation Canyon Articles of Confederation Slavery Civil rights Artifact Tolerate Constitution Boycott Treason Declaration of Independence Debtor Demand Expedition Democracy Export Discrimination Frontier Drought Import Erosion Indentured servant Executive Branch Indigo Judicial Branch Legislation Latitude Loyalist Legislative Branch Militia Longitude Missionary Meridian Patriot Mesa Prejudice Supply Profit Tributary Proprietor


Suggested Materials/Resources

Textbook: Timelinks Series. New York: McMillian/McGraw-Hill, 2009. Software: Timeliner. Computer software that allows students to import materials to create timelines in a variety of formats. New York: Scholastic Tom Synder Productions, 2008. On-line Resources: Macmillian McGraw-Hill. Provides support material and interactive experiences that correlate with the textbook. http://www.macmillanmh.com/socialstudies/2009/teacher/index.html Discovery Education. A subscription based, on-line resource for videos, lesson plans, and assessment options in all content areas. Contact technology specialist for ID and password. http://www.discoveryeducation.com/ National Geographic. Provides free maps, photos, videos, daily news stories, and interactive games covering a variety of topics. http://www.nationalgeographic.com/ Ben’s Guide to U.S. Government for Kids. This site provides learning tools for K-12 students, parents, and teachers. These resources teach how government works, the use of primary source materials from the U.S. Government Printing Office (GPO) and how one can use GPO Access to carry out civic responsibilities. The site also provides locator services to other U.S. Government sites. http://bensguide.gpo.gov/about.html Smithsonian Education. A searchable site, by grade level and content area, that provides resources for teachers, students, and parents. Includes interactive opportunities for students. http://smithsonianeducation.org/index.html The United States Mint. Supports the study of economics through games and provides additional resources for teachers. http://www.usmint.gov/kids/ Scholastic. Provides a variety of on-line activities and interactive resources that are searchable by grade level and content area. http://www2.scholastic.com/browse/learn.jsp PBS Teachers. A searchable site by grade level and content area that provides standards-based resources including books, media literacy, and current events. http://www.pbs.org/teachers/socialstudies/


http://www.macmillanmh.com/socialstudies/2009/teacher/index.html

http://www.discoveryeducation.com/

http://www.nationalgeographic.com/

http://bensguide.gpo.gov/about.html

http://smithsonianeducation.org/index.html

http://www.usmint.gov/kids/

http://www2.scholastic.com/browse/learn.jsp

http://www.pbs.org/teachers/socialstudies/

Social Studies for Kids. Provides activities that are searchable by grade and content area. Of particular value is the book review section that lists children’s literature that can be used to support the teaching of all the social studies strands. http://www.socialstudiesforkids.com/


http://www.socialstudiesforkids.com/

BERKELEY HEIGHTS PUBLIC SCHOOLS BERKELEY HEIGHTS, …

Documents

Transcript of BERKELEY HEIGHTS PUBLIC SCHOOLS BERKELEY HEIGHTS, …