Grade 3: Unit 5 Paterson History...Grade 3: Unit 5 Paterson History 2 | P a g e Course Description...
Transcript of Grade 3: Unit 5 Paterson History...Grade 3: Unit 5 Paterson History 2 | P a g e Course Description...
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Social Studies Curriculum
Grade 3: Unit 5
Paterson History
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Course Description
This unit is designed to educate students about the history and development of Paterson, New Jersey. Paterson is the home of the first
planned industrial city and the legacy of its mills, innovators, and natural resources are still available to study. In this unit, students will read
articles, interviews, analyze sources, and research past and present issues related to Paterson. Students will develop a sense of understanding
and pride of where they live and the importance of Paterson to American History.
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Pacing Chart
Unit Topic Suggested Timing
Unit 1 People Build Communities 7
Unit 2 Communities Have History 7
Unit 3 Communities at Work 6
Unit 4 Communities Have Governments 7
Unit 5 Paterson History 4
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Effective Pedagogical Routines/Instructional Strategies
Collaborative problem solving
Writing to learn
Making thinking visible
Note-taking
Rereading & rewriting
Establishing text-based norms for discussions & writing
Establishing metacognitive reflection & articulation as a regular
pattern in learning
Quick writes
Pair/trio Sharing
Turn and Talk
Charting
Gallery Walks
Whole class discussions
Modeling
Word Study Drills
Flash Cards
Interviews
Role Playing
Diagrams, charts and graphs
Storytelling
Coaching
Reading partners
Visuals
Reading Aloud
Model (I Do), Prompt (We Do), Check (You Do)
Mind Mapping
Trackers
Multiple Response Strategies
Choral reading
Reader’s/Writer’s Notebooks
Conferencing
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Computer Science and Design Thinking
Standards
8.1.5.A.3, 8.1.5.B.1, 8.1.5.C.1, 8.1.5.F.1
8.1.5.A.1, 8.1.5.A.2, 8.1.5.A.3, 8.1.5.B.1, 8.1.5.C.1, 8.1.5.D.1, 8.1.5.D.2, 8.1.5.D.3, 8.1.5.D.4, 8.1.5.E.1, 8.1.5.F.1
⮚ Technology Operations and Concepts
• Use a graphic organizer to organize information about a problem or issue.
Example of Use: Make a class chart showing the types of taxes (sales, property, income taxes) paid by family members of students.
⮚ Creativity and Innovation
• Collaborate to produce a digital story about a significant local event or issue based on first-person interviews.
Example of Use: Have students draw pictures to illustrate what their family pays taxes on; for example, they may draw a picture of
a product to represent sales tax.
⮚ Communication and Collaboration
• Engage in online discussion with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources,
evaluate findings and present possible solutions, using digital tools and online resources for all steps.
Example of Use: Email a letter to a pen pal about one of the items they export to the United States. Tell how it makes your life
better.
⮚ Critical Thinking, Problem Solving, Decision Making
• Apply digital tools to collect, organize, and analyze data that support a scientific finding.
Example of Use: Use a Word Web to draw conclusions about a budget and how they are made and used and for what purpose.
(Chapter 6, Lesson 2)
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Career Readiness, Life Literacies and Key Skills
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
Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this
understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the
environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that
contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the
minimum expectation and in participating in activities that serve the greater good.
Example of Use: In groups, create a school brochure to promote the “good things” about your community.
CRP4. Communicate clearly and effectively and with reason.
Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods.
They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent
writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They
are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the
audience for their communication and prepare accordingly to ensure the desired outcome.
Example of Use: Write a Postcard: “Take a trip” and write a postcard to a friend describing an area in Paterson once inhabited by the
Lenape Indians?
CRP6. Demonstrate creativity and innovation.
Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a
useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to
issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and
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Career Readiness, Life Literacies and Key Skills
ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand
how to bring innovation to an organization.
Example of Use: Create a natural resource Foldable to help organize understanding of natural resources found in Paterson.
CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to
solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully
investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a
solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others.
Example of Use: Compare and Contrast how natural resources were used by the Lenape Indians long ago and
are used today.
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Culturally Relevant Pedagogy Examples
Relationships:
• Learn about your students’ individual
cultures.
• Adapt your teaching to the way your
students learn
• Develop a connection with challenging
students
• Communicate and work with
parents/guardians on a regular basis (email
distribution, newsletter, phone calls, notes,
meetings, etc.)
Curriculum:
• Incorporate student- centered stories,
vocabulary and examples.
• Incorporate relatable aspects of students’
lives.
• Create lessons that connect the content to
your students’ culture and daily lives.
• Incorporate instructional materials that
relate to a variety of cultural experiences.
• Incorporate lessons that challenge
dominant viewpoints.
• Provide student with opportunity to engage
with text that highlights authors, speakers,
characters or content that reflect students
lived experiences (mirror) or provide a
window into the lived experience of people
whose identities differ from students.
• Bring in guest speakers.
• Use learning stations that utilize a range of
materials.
• Use Media that positively depicts a range
of cultures.
Instructional Delivery:
• Establish an interactive dialogue to engage
all students.
• Continuously interact with students and
provide frequent feedback.
• Use frequent questioning as a means to
keep students involved.
• Intentionally address visual, tactile, and
auditory learners.
• Present relatable real world problems from
various viewpoint.
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SEL Competency
Examples Content Specific Activity & Approach to
SEL
✔ Self-Awareness
Self-Management
Social-Awareness
Relationship Skills
Responsible Decision-Making
Example practices that address Self-
Awareness:
• Clearly state classroom rules
• Provide students with specific feedback
regarding academics and behavior
• Offer different ways to demonstrate
understanding
• Create opportunities for students to self-
advocate
• Check for student understanding / feelings
about performance
• Check for emotional wellbeing
• Facilitate understanding of student
strengths and challenges
Teachers provide and review syllabi which
outline and review classroom rules, routines,
and procedures. Consequences for
inappropriate behavior are discussed with
the students. Students are considered
stakeholders in the creation of classroom
rules, routines, and procedures. The teacher
and students design a framework to
maximize student learning time. For
example, teachers provide and review
rubrics for Accountable Talk and dialectical
journals. The students work collaboratively
to develop a classroom environment which
supports self-regulation and a responsibility
for staying on task.
Self-Awareness
✔ Self-Management
Social-Awareness
Relationship Skills
Responsible Decision-Making
Example practices that address Self-
Management:
• Encourage students to take
pride/ownership in work and behavior
• Encourage students to reflect and adapt to
classroom situations
• Assist students with being ready in the
classroom
The life story of Siddhartha Gautama is a
story about a man so upset with the pain and
suffering in life that he meditated in a long
trance like state and emerged the enlightened
one.
The teacher can ask students how they
would handle a situation with overwhelmed
anxiety and fear. Additionally, the students
can be asked to put themselves into the
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SEL Competency
Examples Content Specific Activity & Approach to
SEL
• Assist students with managing their own
emotional states
character of the Buddha in the story and
reflect on the emotional state of the
character. Teachers can encourage students
to be cognizant of their own feelings when
faced with difficult situations and develop
strategies for self-management.
Self-Awareness
Self-Management
✔ Social-Awareness
Relationship Skills
Responsible Decision-Making
Example practices that address Social-
Awareness:
• Encourage students to reflect on the
perspective of others
• Assign appropriate groups
• Help students to think about social
strengths
• Provide specific feedback on social skills
• Model positive social awareness through
metacognition activities
Teacher can teach students about the
importance of traditions, history, and
culture.
Students can examine their own traditions,
history, and culture.
Self-Awareness
Self-Management
Social-Awareness
✔ Relationship Skills
Responsible Decision-Making
Example practices that address
Relationship Skills:
• Engage families and community members
• Model effective questioning and
responding to students
• Plan for project-based learning
• Assist students with discovering individual
strengths
• Model and promote respecting differences
• Model and promote active listening
Teacher could encourage and set up class
meetings. Students could review the
calendar, day of the week, or schedule for
the day. Students could map out activities
accordingly.
Students could work with different buddies
throughout the lesson. Timed activities
could be used throughout the lesson with
rotating students around. Think Pair Share
is a great strategy to use in this manner
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SEL Competency
Examples Content Specific Activity & Approach to
SEL
• Help students develop communication
skills
• Demonstrate value for a diversity of
opinions
Self-Awareness
Self-Management
Social-Awareness
Relationship Skills
✔ Responsible Decision-Making
Example practices that address
Responsible Decision-Making:
• Support collaborative decision making for
academics and behavior
• Foster student-centered discipline
• Assist students in step-by-step conflict
resolution process
• Foster student independence
• Model fair and appropriate decision
making
• Teach good citizenship
Educators play a vital role in guiding the
practice and implementation of student
responsible decision making practices.
Responsible decision making is a process
that students learn. It is important for
teachers to consistently reinforce the
practices, give feedback and allow for
growth.
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Differentiated Instruction
Accommodate Based on Students Individual Needs: Strategies
Time/General
• Extra time for assigned tasks
• Adjust length of assignment
• Timeline with due dates for
reports and projects
• Communication system
between home and school
• Provide lecture notes/outline
Processing
• Extra Response time
• Have students verbalize steps
• Repeat, clarify or reword
directions
• Mini-breaks between tasks
• Provide a warning for
transitions
• Reading partners
Comprehension
• Precise step-by-step
directions
• Short manageable tasks
• Brief and concrete directions
• Provide immediate feedback
• Small group instruction
• Emphasize multi-sensory
learning
Recall
• Teacher-made checklist
• Use visual graphic
organizers
• Reference resources to
promote independence
• Visual and verbal reminders
• Graphic organizers
Assistive Technology
• Computer/whiteboard
• Tape recorder
• Spell-checker
• Audio-taped books
Tests/Quizzes/Grading
• Extended time
• Study guides
• Focused/chunked tests
• Read directions aloud
Behavior/Attention
• Consistent daily structured
routine
• Simple and clear classroom
rules
• Frequent feedback
Organization
• Individual daily planner
• Display a written agenda
• Note-taking assistance
• Color code materials
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Differentiated Instruction
Accommodate Based on Students’ Individual Needs:
● Leveled Text
● Chunking text
● Choice Board
● Cubing
● Socratic Seminar
● Tiered Instruction
● Small group instruction
● Sentence starters/frames
● Writing scaffolds
● Tangible items/pictures (i.e., to facilitate vocabulary acquisition)
● Tiered learning stations
● Tiered questioning
● Data-driven student partnerships
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Enrichment
Accommodate Based on Students Individual Needs: Strategies Adaption of Material and Requirements
● Evaluate Vocabulary
● Elevated Text Complexity
● Additional Projects
● Independent Student Options
● Projects completed individual or with Partners
● Self-Selection of Research
● Tiered/Multilevel Activities
● Learning Centers
● Individual Response Board
● Independent Book Studies
● Open-ended activities
● Community/Subject expert mentorships
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Assessments
● Timelines, Maps, Charts, Graphic Organizers
● Unit Assessments, Chapter Assessments, Quizzes
● DBQ, Essays, Short Answer
● Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share
● Projects, Portfolio, Presentations, Prezi, Gallery Walks
● Homework
● Concept Mapping
● Primary and Secondary Source analysis
● Photo, Video, Political Cartoon, Radio, Song Analysis
● Create an Original Song, Film, or Poem
● Glogster to make Electronic Posters
● Tumblr to create a Blog
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Social Studies Grade K-4 New Jersey Student Learning Standard
Grade 3 -Paterson History
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
History, Culture, and Perspective: Continuity and Change
6.1.5.HistoryCC.3: Use multiple sources to describe how George Washington, Thomas Jefferson, Benjamin Franklin, and
Governor William Livingston have impacted state and national governments over time.
6.1.5.HistoryCC.6: Use multiple sources to make evidence-based inferences on the impact of European colonization on
Native American populations, including the Lenni Lenape of New Jersey.
6.1.5.HistoryCC.8: Make evidence-based inferences to describe how the influence of Native American groups, including
the Lenni Lenape culture, is manifested in different regions of New Jersey.
Economics, Innovation and Technology: National Economy
6.1.5.EconNM.2: Use data to describe how the availability of resources in New Jersey and other regions in the United
States have impacted economic opportunities.
Geography, People and the Environment: Spatial Views of the World
6.1.5.GeoSV.5: Use geographic data to examine how the search for natural resources resulted in conflict and cooperation
among European colonists and Native American resulting in changes to conditions.
History Culture, and Perspective: Historical Sourcing and Evidence
6.1.5.HistorySE.1: Examine multiple accounts of early European explorations of North America including major land and
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water routes, reasons for exploration, and the impact the exploration had.
English Language Arts Standards
Integration of Knowledge and Ideas
ELA-LITERACY.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
Range of Reading and Level of Text Complexity:
ELA-LITERACY.RI.3.10 By the end of the year read and comprehend informational texts, including history/social
studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and
proficiently.
Text Types and Purposes:
ELA-LITERACY.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.
ELA-Literacy .W3.3 Write narratives to develop real or imagined experiences or events using effective technique, well-
chosen details, and well-structured event sequences.
Presentation of Knowledge and Ideas:
ELA-LITERACY.SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and
relevant, descriptive details, speaking clearly at an understandable pace.
ELA-LITERACY.SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide
requested detail or clarification. (See grade 3 Language standards 1 and 3 here for specific expectations.)
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Key Ideas and Details:
ELA-LITERACY.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from
it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
ELA-LITERACY.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the
key supporting details and ideas.
Range of Reading and Level of Text Complexity:
ELA-LITERACY.CCRA.R.10 Read and comprehend complex literary and informational texts independently and
proficiently.
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Grade 3
Unit: 5 Topic: History of Paterson -Early Settlers
NJSLS: 6.1.5.HistorcyCC3, 6.1.5.HistorcyCC6, 6.1.5.HistorcyCC8, 6.1.5.EconNM.2, 6.1.5.HistorySE.1, NJSLA 6.1.5.GeoSV.5
ELA Standards: RI.3.7, RI.3.10, R.3.1, W.3.2, W.3.3 SL.3.4, SL.3.6
Student Learning Objectives Essential Questions Sample Activities Resources Interdisciplinary
Connections
Describe the Native American
group that occupied the land
knowns as New Jersey.
NJSLA 6.1.5.HistorcyCC6
6.1.5.HistorcyCC8
Who originally
occupied the land now
known as New Jersey?
How did Lenape Life
change after the arrival
of Europeans?
How does Lenape way
of Life differ from the
way people live today?
What are some
similarities
Have students view a
video about Lenape Life
and compare and
contrast the Lenape to
today’s Patersonians.
Students interpret a
Lenape created myth.
Lenape Lifeways:
http://www.lenapelife
ways.org/
Lenape Life Question
Sheet
https://nj.gov/state/histor
ykids/pdfs/lenape/lenape
_life.pdf
Lenape Created Story
https://nj.gov/state/his
torykids/pdfs/lenape/l
enape_creation.pdf
Lenape Created Story
Question Sheet
https://nj.gov/state/his
torykids/pdfs/lenape/l
enape_creation_questi
ons.pdf
Students draw a picture or a
series of pictures to illustrate
the adapted version of the
“Lenape Creation Story.`
NJSLA 1.5.5.Cr1b
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Describe important events in
Paterson’s Industrial
Revolution.
NJSLA 6.1.5.EconNM.2
What are some of the
most important events
in Paterson’s history
during the Industrial
Revolution?
Review key events
timeline with
students. Have students
choose one event from
the timeline and draw a
picture.
Have students examine
how the events changed
Paterson. Students pick
one event that they feel
changed Paterson the
most and discuss
Key Events in
Paterson’s Industrial
Revolution
https://www.timetoast.c
om/timelines/key-
events-in-paterson-s-
industrial-revolution
Write about it: Students
choose an event from the
timeline and write a paragraph
about it detailing its
significance to the history of
Paterson.
NJSLSA.W3.2
Explore Alexander Hamilton’s
role in the development of
Paterson.
NJSLA
6.1.5.HistoryCC3
6.1.5.HistorySE.1
Who was Alexander
Hamilton?
What role did
Alexander Hamilton
play in the development
of Paterson?
How did Hamilton’s
development of
Paterson change life for
the Lenape?
Engage student in a read
aloud of Alexander
Hamilton development
of Paterson
Students research
Alexander Hamilton and
complete a biography
graphic organizer to
detail key aspects of his
life.
AllThingsHamilton.com
https://allthingshamilton
.com/index.php/aph-
home/new-
jersey/paterson-nj
Paterson History
https://patersonhistory.c
om/
Alexander Hamilton
https://www.timeforkids
.com/g34/alexander-
hamilton-2/
Alexander Hamilton
Facts for kids
https://kids.kiddle.co/Al
exander_Hamilton
The Life and Legacy of
Alexander Hamilton
http://socialstudiesforkid
Explore the science behind
natural disasters by starting
with Alexander Hamilton’s
letter to his father after the
hurricane that hit St Croix in
1772. Students will then be
given the opportunity to write
their own letter depicting a
natural disaster.
3-ESS3-1
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s.com/articles/ushistory/
alexanderhamilton9.htm
Explore Paterson’s Great Falls
NJSLA 6.1.5.GeoSV.5
What is the Great Falls
and where is it located?
Why was the Great Falls
important to the
development of
Paterson as an industrial
city?
Students research the
rich history of
Paterson’s Great Falls.
Students compare and
contrast Paterson’s
Great Falls to other falls
throughout the nation.
Revolutionary War Sites
in Paterson, New Jersey
https://www.revolutiona
rywarnewjersey.com/ne
w_jersey_revolutionary
_war_sites/towns/paters
on_nj_revolutionary_wa
r_sites.htm
Great Falls Historic
District Cultural Center
https://www.patersonnj.
gov/department/division
.php?structureid=95
Paterson, New Jersey:
America’s Silk City
(Teaching with
Historical Places)
https://www.nps.gov/arti
cles/paterson-new-
jersey-america-s-silk-
city-teaching-with-
historic-places.htm
Paterson Great falls: A
National Historical Park
https://www.visitnj.org/
article/paterson%E2%80
%99s-great-falls-
national-historical-park
Students act as travel agents and
create a brochure detailing why
tourists should visit The Great
Falls above all other falls.
NJSLSA.W3.2
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Discuss the rise of “Silk City” Why is Paterson’s
nicknamed
“Silk City”?
What led to Paterson
Silk Strike of 1913?
Students will summarize
how Paterson acquired
the nickname Silk City,
Students will contrast
the life of the Silk
factory owners to the
lives of the factory
workers.
Paterson, New Jersey:
America’s Silk City
(Teaching with
Historical Places)
https://www.nps.gov/arti
cles/paterson-new-
jersey-america-s-silk-
city-teaching-with-
historic-places.htm
History for Kids
https://nj.gov/state/histor
ykids/teachersGuide.htm
The Paterson Silk Strike
of 1913
https://nj.gov/state/histor
ical/his-video-
archive.shtml
Write a journal from the
perspective a child working in
a silk factory. Your journal
must have at least five entries
(minimum of 60 words each
(300 total)) that detail the
living and working conditions
children faced during the
industrial revolution
NJSLA W.3.3
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DBQ’s
Document Based Questions (DBQs) require students to utilize multiple primary and secondary sources that afford them the ability to create
an argumentative response to a prompt. DBQs align with the English Language Arts instruction and require students to utilize material rich
in content, ground their reading and writing using textual evidence and provides students with the opportunity to engage in regular practice
with complex text and engage in high level critical thinking.
A DBQ has been developed for each curricular unit within the grade level and the resources are located on the Paterson Public School
District website. To access the resources, please visit the DBQ/Research tab on the Social Studies page.
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Unit Vocabulary
• Native Americans
• occupied
• Europeans
• industrial
• revolution
• founding father
• Revolutionary War
• Constitutional Convention
• duel
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Unit Project (Choose 1)
Unit Project (Suggested) Unit Project (Suggested)
Students create a three-dimensional model of an aspect
of Lenape culture discussed and researched during this
unit. Three-dimensional models, such as dioramas,
architectural structures or sculpture, can be visual proof
of student learning.
Students research Alexander Hamilton and create a
research project based on his life which includes aspects of
Alexander Hamilton’s influence that is still present in
Paterson, NJ.