SOCIAL STUDIES CURRICULUM G...6.1.4.B.1 Compare and contrast information that can be found on...

SOCIALSTUDIESCURRICULUMGUIDE

GRADELEVEL: FOURTHGRADE PREPAREDBY:KENDALLGEORGEJACLYNMCCLINTON

REVISEDAUGUST2018ALIGNEDTOTHENEWJERSEYSTUDENTLEARNINGSTANDARDS

B.O.E.ADOPTEDAUGUST23,2018

[BORNDATE:AUGUST20,2015]

2

Grade:4Unit1:GeographyofNewJersey&EarlyPeoples(Chapters1&2)InstructionalDays:18days(2daysperweek/40minuteseachday)

Unit1Summary

Inthisunitofstudy,studentswilllearnmapskillsforthestateofNewJerseyandfortheworld.TheywillidentifythefouroceansandsevencontinentsandbeabletodescribetheregionsofNewJerseyandtheUnitedStatesalongwiththeircharacteristics.Theywillalsobegintounderstandhowtheclimateandweatherplayaroleinhowpeopleliveandwork.Theywillanalyzehowpeoplecanhaveapositiveornegativeimpactontheenvironment.ThestudentswillalsolearnaboutthecultureoftheNativeAmericansofNewJersey,andhowaspectsoftheirculturearestillevidentinoursocietytoday.StudentswillalsolearnaboutEuropeansanddifferentreasonswhytheycametoNewJersey.TheywillstudyandexplorethedifferentviewpointsoftheLenapeandEuropeans.TheywilllearnaboutdifferentgroupsthatopposedslaveryandthosethatdecidedtoownslavescomingfromAfrica.

*HighlightedactivitiesindicateHolocaustAwarenessinyellowandAmistadCommissioninbluerelatedactivities.ThisunitisbasedonthefollowingSocialStudiesStandards:

● 6.1.4.B.1Compareandcontrastinformationthatcanbefoundondifferenttypesofmapsanddeterminehowtheinformationmaybeuseful. ● 6.1.4.B.2Usephysicalandpoliticalmapstoexplainhowthelocationandspatialrelationshipofplaces inNewJersey,theUnitedStates,andotherareas,

worldwide,havecontributedtoculturaldiffusionandeconomicinterdependence.● 6.1.4.B.3Explainhowandwhenitisimportanttousedigitalgeographictools,politicalmaps,andglobestomeasuredistancesandtodeterminetimezones

andlocationusinglongitudeandlatitude.● 6.1.4.B.4Describehowlandforms,climateandweather,andavailabilityofresourceshaveimpactedwhereandhowpeopleliveandworkindifferentregions

ofNewJerseyandtheUnitedStates.● 6.1.4.B.5DescribehowhumaninteractionimpactstheenvironmentinNewJerseyandtheUnitedStates.● 6.1.4.B.6CompareandcontrastcharacteristicsofregionsintheUnitedStatesbasedonculture,economics,andphysicalenvironmenttounderstandthe

conceptofregionalism.● 6.1.4.B.7ExplainwhysomelocationsinNewJerseyandtheUnitedStatesaremoresuitedforsettlementthanothers.● 6.1.4.B.8Comparewayspeoplechoosetouseanddistributenaturalresources.● 6.1.4.B.9Relateadvancesinscienceandtechnologytoenvironmentalconcerns,andtoactionstakentoaddressthem● 6.1.4.B.10IdentifythemajorcitiesinNewJersey,theUnitedStates,andmajorworldregions,andexplainhowmaps,globes,anddemographictoolscanbe

usedtounderstandtangibleandintangibleculturaldifferences.● 6.1.4.C.14ComparedifferentregionsofNewJerseytodeterminetherolethatgeography,naturalresources,climate,transportation,technology,and/orthe

laborforcehaveplayedineconomicopportunities.● 6.1.4.D.1DeterminetheimpactofEuropeancolonizationonNativeAmericanpopulations,includingtheLenniLenapeofNewJersey.● 6.1.4.D.2Summarizereasonswhyvariousgroups,voluntarilyandinvoluntarily,immigratedtoNewJerseyandAmerica,anddescribethechallengesthey

encountered.● 6.1.4.D.3EvaluatetheimpactofvoluntaryandinvoluntaryimmigrationonAmerica’sgrowthasanation,historicallyandtoday● 6.1.4.D.4ExplainhowkeyeventsledtothecreationoftheUnitedStatesandthestateofNewJersey.● 6.1.4.D.9Explaintheimpactoftrans-AtlanticslaveryonNewJersey,thenation,andindividuals.● 6.1.4.D.10DescribehowtheinfluenceofNativeAmericangroups,includingtheLenniLenapeculture,ismanifestedindifferentregionsofNewJersey● 6.1.4.D.11Determinehowlocalandstatecommunitieshavechangedovertime,andexplainthereasonsforchanges.-*21stCenturySkillLesson*● 6.1.4.D.12ExplainhowfolkloreandtheactionsoffamoushistoricalandfictionalcharactersfromNewJerseyandotherregionsoftheUnitedStates

contributedtotheAmericannationalheritage.● 6.1.4.D.13Describehowcultureisexpressedthroughandinfluencedbythebehaviorofpeople.

3

● 6.1.4.D.15Explainhowvariousculturalgroupshavedealtwiththeconflictbetweenmaintainingtraditionalbeliefsandpracticesandadoptingnewbeliefsandpractices.

● *CitizenshipStandard*:6.3.4.B.1Planandparticipateinanadvocacyprojecttoinformothersaboutenvironmentalissuesatthelocalorstatelevelandproposepossiblesolutions.(Chapter1-21CLesson-CollaborationandCreativity-Studentpages22-23)

*AdditionalELACompanionandInterdisciplinaryStandards:

LanguageArts

• RI.4.1.Refertodetailsandexamplesinatextandmakerelevantconnectionswhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferencesfromthetext

• RI.4.2.Determinethemainideaofatextandexplainhowitissupportedbykeydetails;summarizethetext.• RI.4.3.Explainevents,procedures,ideas,orconceptsinahistorical,scientific,ortechnicaltext,includingwhathappenedandwhy,basedonspecific

informationinthetext.• NJSLSA.W1.Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence.• NJSLSA.W2.Writeinformative/explanatorytextstoexamineandconveycomplexideasandinformationclearlyandaccuratelythroughtheeffective

selection,organization,andanalysisofcontent.Science

• 4-ESS3-2.GenerateandcomparemultiplesolutionstoreducetheimpactsofnaturalEarthprocessesonhumans.• 4-ESS2-1.Makeobservationsand/ormeasurementstoprovideevidenceoftheeffectsofweatheringortherateoferosionbywater,ice,wind,or

vegetation.Math

• 4.MD.BRepresentandinterpretdataStudentLearningObjectives

GeographyhandbookpagesNJ32-NJ39

● Identifythemeaningofgeographicalterms ● Useamapscaletodeterminerealearthdistancebetweenpoints. ● Identifyandinterpretsymbolsfromthekeyonamap. ● DistinguishbetweenPrime,MeridianandEquator;identifyandlocatetheEarth'shemispheres.● Locatecontinentsinthedifferenthemispheres,includingNorthAmerica ● Nameandlocatethesevencontinents. ● Nameandlocatethefouroceans. ● Identifyourhomecontinent,country,andstate. ● Explainhowandwhenitisimportanttousedigitalgeographictools,politicalmaps,andglobestomeasuredistanceandtodeterminetimezonesand

locationusinglongitudeandlatitude.● LocatetheNorthandSouthPoles,theEquatorandthePrimeMeridian,usingcardinaldirectionsandlongitudeandlatitude.● IdentifythemajorcitiesinNJ,theUnitedStates,andmajorworldregions,andexplainhowmaps,globes,anddemographictoolscanbeusedtounderstand

tangibleandintangibleculturaldifferences. ● UsephysicalandpoliticalmapstoexplainhowthelocationandspatialrelationshipofplacesinNewJersey,theUnitedStates,andotherareas,worldwide,

havecontributedtoculturaldiffusionandeconomicindependence.● OnamapofN.J.beabletolocatefourregions,boundariesofN.J.,capital,andhometown.

4

Chapter1Lesson1:DiscoveryNJpages4-9

● Describehowlandforms,climateandweather,andavailabilityofresourceshaveimpactedwhereandhowpeopleliveandworkindifferentregionsofNewJerseyandtheUnitedStates.

● IdentifyandexplaintheeconomicandgeographicfeaturesofeachregionofNewJersey.Chapter1Lesson2:NJFourRegionspages10-15

● NameandlocateNewJersey'sfourregions.● LocateandlabelmajorriversandcitiesofNewJersey. ● ComparedifferentregionsofNewJerseytodeterminetherolethatgeography,naturalresources,climate,transportation,technology,and/orthelabor

forcehaveplayedineconomicopportunities.Chapter1Lesson3:NewJersey’Environment-pages16-21

● Describehowhumaninteractionsimpactstheenvironment● Relateadvancesintechnologytoenvironmentalconcerns

Chapter1-21CCollaborationandCreativity-pages22-23

● PlanandparticipateinaprojecttoaddressenvironmentalissuesChapter2Lesson1:NativeAmericansofNewJersey-pages32-37

● UnderstandwhytheLenapecametoNJandhowtheycontributedtothestate’shistoryandculture● Comparewayspeoplechosetouseanddividenaturalresources● SummarizeanddescribewhygroupsimmigratedtoNewJersey● DescribehowNativeAmericangroupsinfluencedcultureindifferentregionsofNewJersey● Explainhowfolkloreandhistorical/fictionalcharactersfromNewJerseyandotherregionsoftheUScontributedtothenationalheritage●

Chapter2Lesson2:EuropeansArrivepages38-43

● EvaluatetheimpactofimmigrationonAmerica’sgrowthasanation.● ExplainhowkeyeventsledtothecreationoftheUnitedStatesandthestateofNewJersey● SummarizewhydifferentgroupssettledinNewJersey

Chapter2-21CChartandGraphSkills-pages44-45

● Determinehowcommunitieshavechangedovertimeandexplainwhybyreadingandinterpretingatimeline

Chapter2Lesson3:ThreeWorld’sMeet-pages46-51

● DeterminetheimpactofEuropeancolonizationontheLenape● ExplaintheimpactofslaveryonNewJerseyandindividuals-BiasLesson● Describehowcultureisexpressedandinfluencedbybehavior

5

● Explainhowcultureshavedealtwithconflictbetweentraditionsandnewbeliefs-BiasLesson*SomeEuropeansweretryingtoconverttheLenapepeopletobeChristian.

21stCenturyStandards(CareerReadyPractices&PersonalFinanceStandards)

CRP1.Actasaresponsibleandcontributingcitizenandemployee.

CRP2.Applyappropriateacademicandtechnicalskills.

CRP4.Communicateclearlyandeffectivelyandwithreason.

CRP5.Considertheenvironmental,socialandeconomicimpactsofdecisions.

CRP6.Demonstratecreativityandinnovation.

CRP8.Utilizecriticalthinkingtomakesenseofproblemsandpersevereinsolvingthem.

CRP11.Usetechnologytoenhanceproductivity.

CRP12.Workproductivelyinteamswhileusingculturalglobalcompetence.

PersonalFinanceStandards

9.2.4.A.1-Identifyreasonswhypeoplework,differenttypesofwork,andhowworkcanhelpapersonachievepersonalandprofessionalgoals.

9.1.4.G.1-Describehowvaluableitemsmightbedamagedorlostandwaystoprotectthem.

TechnologyStandards8.1.5.A.1Selectandusetheappropriatedigitaltoolsandresourcestoaccomplishavarietyoftasksincludingsolvingproblems.

8.1.5.A.2Formatadocumentusingawordprocessingapplicationtoenhancetextandincludegraphics,symbolsand/orpictures.\

8.1.5.A.3Useagraphicorganizertoorganizeinformationaboutproblemorissue

6

UnitSequence ConceptsCoveredinUnit Formative&SummativeAssessments

GeographyHandbook&Chapter1-TheGeographyofNewJersey

BigQuestion:Howdoesgeographyaffectourlives?

Afterreadinganddiscussinggeographyandhowitaffectsourlivesstudentswill:

● ExplainhowtheclimateandphysicalfeaturesofNewJerseyaffectthatwayitspeopleworkandlive.

● RecognizethatinNewJersey,thereareseveraldistinctregions,eachwithitsownculture,resources,politics,andgeography.

● ExplainhowthepeopleofN.J.havemadechoicesabouthowtousethestate’suniquenaturalresources.

● DescribehowhumaninteractionhasaffectedtheenvironmentinNewJerseyandtheUnitedStates.

● Listtheactionsthathavebeentakentoaddressenvironmentalconcerns.

Chapter2-EarlyPeoples

BigQuestion:Whatcausespeopletomigratetonewlands?

Afterreadinganddiscussingwhypeoplemigratetoanewplace,theLenapepeople,andthefirstEuropeansettlers,studentswill:

● Explainwhypeopleleavetheirhomelandsandresettleelsewhere.● Understandthatwhengroupssettleinanarea,theybringnewideas,

traditions,andwaysoflife.● Understandthatthearrivalofnewgroupstoanareacanleadto

conflicts.(Tiethisintobiaslesson)

Studentswhounderstandtheconceptscanshowmasteryofcontentthroughthefollowingassessments:

FormativeAssessments:

● GotIt?attheendofeachlessoninthechapter

● Chapterformativeassessments(ReviewandAssessments)arelocated

attheendofeachchapter

○ Chapter1-pages24-27


● Classroomdiscussions

● OpenEndedQuestions

● TurnandTalk

● CooperativeLearningGroups

● Rubrics

● myWorldactivities

● myStorybook

● Teacherobservation

SummativeAssessments:

● Onlineorpaperandpencil-www.myWorldSocialStudies.com

● Chapter1Test

● Chapter2Test

AlternativeAssessments:

● LenapeProject-Createadiorama,model,orposteraboutagivenaspect

oftheLenniLenapepeopleofNJ(examples:familylife,clothing,fishing,

houses,etc.)

● 21stCenturyProjectpages22-23

7

WhatItLooksLikeintheClassroom

GeographyHandbook

● FiveThemesofGeography-studentpagesNJ32-NJ33andReadingGlobes-studentpagesNJ34-NJ35(Day1)● Maps-studentpagesNJ36-NJ39(Day2)

Chapter1-TheGeographyofNewJersey

Chapter1Introstudentworkbookpages1-3(Day3)-NewJersey’sBatstoVillage-HiddenTreasures

● Bigquestion-Howdoesgeographyaffectourlives?-connecttopriorknowledge● MyStoryVideo-introducesvocabularyandkeyconcepts● MyStorySpark

Lesson1:DiscoverNewJersey-Studentworkbookpages4-9(Day4)

● EnvisionIt!● Introducevocabulary-landform,plateau,climate,industry,urban,suburb,rural● Activereadingofthelesson-pages4-9● Answerquestionsthroughoutthelesson(explain,circle,label,underlineactivities)● Drawconclusions(page8)● GotIt?-Questionsattheendofthelesson(page9)

Lesson2:NewJersey’sFourRegions-Studentworkbookpages10-15(Day5)

● EnvisionIt!● Introducevocabulary-elevation,erosion,fallline,agriculture● Activereadingofthelesson-pages10-15● Answerquestionsthroughoutthelesson(explain,circle,label,underlineactivities)● MainIdeaandDetails(page15)● GotIt?Questionsattheendoflesson(page15)

Lesson3:NewJersey’sEnvironment-Studentworkbookpages16-21(Day6)

● EnvisionIt!● Introducevocabulary-environment,economy,habitat,hybridcar,conserve● Activereadingofthelesson-pages16-21● Answerquestionsthroughoutthelesson(explain,circle,label,underlineactivities)● MainIdeaandDetails(page19)● CauseandEffectgraphicorganizer(page21)● GotIt?Questionsattheendoflesson(page21)

8

21C-CollaborationandCreativity-Studentworkbookpages22-23(Day7)

● Activereadingoflesson(pages22-23)● TryIt!Fillingraphicorganizer● Listsolutionstoacommonenvironmentalprobleminourcommunity(page23)

ReviewandAssessment-Chapter1-Studentworkbookpages24-26(Day8)

● MyStoryBookpage27(Optionalactivity)

Chapter2-EarlyPeoples

Chapter2Introstudentworkbookpages28-31(Day9)-NewJersey’sFirstPeople-LearningAbouttheLenape

● Bigquestion-Whatcausespeopletomigratetonewlands?-connecttopriorknowledge● MyStoryVideo-introducesvocabularyandkeyconcepts● MyStorySpark

Lesson1:NativeAmericansofNewJersey-Studentworkbookpages32-35(Day10)

● EnvisionIt!● Introducevocabulary-archaeologist,artifact,surplus,legacy● Activereadingofthelesson-pages32-35● Answerquestionsthroughoutthelesson(explain,circle,label,underlineactivities)● Drawconclusions(page35)

Lesson1continued:NativeAmericansofNewJersey-Studentworkbookpages36-37(Day11)

● Activereadingofthelesson-pages36-37● GotIt?-Questionsattheendofthelesson(page9)

Lesson2:EuropeansArrive-Studentworkbookpages38-43(Day12)

● EnvisionIt!● Introducevocabulary-voyage,colony,persecution,proprietorship,tolerance● Activereadingofthelesson-pages38-43● Answerquestionsthroughoutthelesson(explain,circle,label,underlineactivities)● GotIt?Questionsattheendoflesson(page43)

21C-ChartandGraphSkills:InterpretTimelines-Studentworkbookpages44-45(Day13)

● Activereadingoflesson(pages44-45)● Readandinterprettimeline● TryIt!questions(page45)

9

Lesson3:ThreeWorldsMeet-Studentworkbookpages46-49(Day14)

● EnvisionIt!● Introducevocabulary-convert,conflict,treaty,wampum,revolt,abolitionist● Activereadingofthelesson-pages46-49● Answerquestionsthroughoutthelesson(explain,circle,label,underlineactivities)

Lesson3continued:ThreeWorldsMeet-Studentworkbookpages50-51(Day15)

● Activereadingofthelesson-pages50-51● Biaslesson-tieintoTheSlaveTrade(pages50-51)● GotIt?Questionsattheendoflesson(page51)



LenapeProject-Studentswillcreateamodel,diorama,orposterbasedonanaspectoftheLenniLenapeculture(Day17andDay18)

UnitResources

Texts:

PearsonMyWorldSocialStudiesTeacher’sGuide(pagesNJ86-NJ89andpages1-42)

StudentWorktext(pagesNJ32-NJ39andpages1-55)

Websites:

● www.myWorldSocialStudies.com(MyStoryVideos)● www.njamistadcurriculum.net● https://nj.gov/education/holocaust/curriculum

Modifications

AtRiskStudents:● Benchmarktesting ● Pairvisualpromptswithverbalpresentations ● Askstudentstorestateinformation,directions,andassignments. ● Repetitionandpractice

10

● Modelskills/techniquestobemastered ● Extendedtimetocompleteclasswork ● Provideclassnotes ● Preferentialseatingtobemutuallydeterminedbythestudentandteacher ● Studentmayrequesttouseacomputertocompleteassignments. ● Establishexpectationsforcorrectspellingonassignments. ● Assignapeerhelperintheclasssetting ● Provideoralremindersandcheckstudentworkduringindependentworktime ● Assiststudentswithlongandshorttermplanningofassignments● Encouragestudentstoproofreadassignmentsandtests● Provideregularparent/schoolcommunication

StudentswithDisabilities/504: ● Pairvisualpromptswithverbalpresentations● Askstudentstorestateinformation,directions,andassignments.● Repetitionandpractice● Modelskills/techniquestobemastered ● Extendedtimetocompleteclasswork ● Provideclassnotes ● Preferentialseatingtobemutuallydeterminedbythestudentandteacher ● Studentmayrequesttouseacomputertocompleteassignments. ● Establishexpectationsforcorrectspellingonassignments. ● Assignapeerhelperintheclasssetting● Provideoralremindersandcheckstudentworkduringindependentworktime ● Assiststudentswithlongandshort-termplanningofassignments ● Encouragestudentstoproofreadassignmentsandtests ● Provideregularparent/schoolcommunication

ELLStudents:ModificationsforClassroomInstructionalSupports:

● Hands-onmaterials● Bilingualdictionaries● Visualaids● Teachermadeadaptations,outlines,studyguides● CanDoDescriptors

11

Preparingstudentsforthelesson:1.BuildingBackgroundInformationthroughbrainstorming,semanticwebbing,useofvisualaidsandothercomprehensionstrategies.2.SimplifyingLanguageforPresentationbyusingspeechthatisappropriatetostudents’languageproficiencylevel.Avoidjargonandidiomaticspeech.3.DevelopingContentAreaVocabularythroughtheuseofwordwallsandlabelingclassroomobjects.Studentsencounternewacademicvocabularyinsocialstudies,particularlywhenstudyingthedisciplinesofhistory,civics,economics,andgeography.4.ConceptDevelopment-Studentswillbelearningaboutrightsandduties,voting,publicissues,revolutions,theenvironment,andmanynewconcepts.Enduringunderstandingrequiresthoroughandcontextualizedstudyofthesesubjectsacrossgradesandcoursesinsocialstudies.5.GivingDirections-StatedclearlyanddistinctlyanddeliveredinbothwrittenandoralformstoensurethatLEPstudentsunderstandthetask.Inaddition,studentsshouldbeprovidedwith/orhaveaccesstodirectionalwordssuchas:circle,write,draw,cut,underline,etc.PresentingtheLesson:

● Usemultiplestrategiesandvariedinstructionaltoolstoincreasetheopportunitiesforstudentstodevelopmeaningfulconnectionsbetweencontentandthelanguageusedininstruction.

● Providestudentswithopportunitiestoexpressnewknowledgeandlearningusingwritten,verbal,andnon-verbalcommunication.● ProvidestudentswithopportunitiestoparticipateinnumeroussocialstudiesdiscussionstoincreaseELLscompetencyandconfidenceinverbaldiscourse;

frameclassroomconversationsonsubjectsofinterestandculturalrelevance.Modificationsforassignments/homework

● Modifiedassignments● Nativelanguagetranslation(peer,onlineassistivetechnology,translationdevice,bilingualdictionary)● Extendedtimeforassignmentcompletionasneeded● Highlightkeyvocabulary● Usegraphicorganizers

Gifted&Talented/Enrichment:ExtensionActivities

● Conductresearchandprovidepresentationofculturaltopics.● Designsurveystogenerateandanalyzedatatobeusedindiscussion.● Debatetopicsofinterest/culturalimportance.● Authenticlisteningandreadingsourcesthatprovidesdataandsupportforspeakingandwritingprompts.● Useofhigherlevelquestioningtechniques● Provideassessmentsatahigherlevelofthinking

GeneralModifications

● LeLearningAgendas/Contracts

Alearningcontractisanagreementestablishedbetweenastudentandtheteacher;itsometimesinvolvesthestudent’sparents.Thecontractspecifiesconcrete

12

learningand/orbehavioralobjectivesforthestudentthatallpartiesagreeneedtobeachieved.Thecontractalsospecifies:● Thegoalsofthecontract ● Theobligationsofeachpartytothecontract ● Thetimeframewithinwhichthetermsofthelearningcontractaretobefulfilled

Flexiblegrouping

● Flexiblegroupingisarangeofgroupingstudentstogetherfordeliveringinstruction.Thiscanbeasawholeclass,asmallgroup,orwithapartner.Flexiblegroupingcreatestemporarygroupsthatcanlastanhour,aweek,orevenamonth.

JigsawActivities

● Jigsawisastrategythatemphasizescooperativelearningbyprovidingstudentsanopportunitytoactivelyhelpeachotherbuildcomprehension.Usethistechniquetoassignstudentstoreadinggroupscomposedofvaryingskilllevels.Eachgroupmemberisresponsibleforbecomingan"expert"ononesectionoftheassignedmaterialandthen"teaching"ittotheothermembersoftheteam.

GraphicOrganizersAdvancedDiscussionTechniquesQuestioningStrategies

13

Grade:4Unit2:AnIndependentCountry&TheCivilWar(Chapters3&4)InstructionalDays:18days(2daysperweek/40minuteseachday)

Unit2Summary

In thisunitof study, studentswillbe learningabout thecolonistsandthe taxesplacedonthemby theBritish.Theywill learnabout theconflicts that led to theAmericanRevolution,thePatriotsandLoyalists,andwhattheirroleswerethroughoutthistime.StudentswillbeabletodiscusswhyandhowthecoloniesbecameindependentfromGreatBritain.TheunitwillfocusontheimportantbattlesduringtheAmericanRevolutionthattookplaceinNewJersey.ThestudentswillalsoexplorethenewgovernmentandhowinventionsimprovedagricultureandwayoflifeinNewJerseyaftertheAmericanRevolution.Studentswillalsobefocusingonthedifferencesbetween theNorthandSouthwhen it comes to the issueof slavery inAmerica. Studentswill learnabout theUndergroundRailroadandhow ithelpedslavesescapetofreedom.TheunitwillputafocusonAbrahamLincoln’spresidencyanddifferentviewpointswhenitcametoslavery.ThestudentswillbeabletoidentifyeventsleadinguptotheCivilWarandNewJersey’sroleduringthetimeofthewar.StudentswillalsobeexploringtheprocessofReconstructionafterthecivilwar,andchangestothe13th,14th,and15thamendments.


● 6.1.4.A.2 Explain how fundamental rights guaranteed by the United States Constitution and the Bill of Rights (i.e., freedom of expression, freedom ofreligion,therighttovote,andtherighttodueprocess)contributetothecontinuationandimprovementofAmericandemocracy.

● 6.1.4.A.3Determinehow“fairness,”“equality,”andthe“commongood”haveinfluencednewlawsandpoliciesovertimeatthelocalandnationallevelsofUnitedStatesgovernment.

● 6.1.4.A.9Compareandcontrastresponsesofindividualsandgroups,pastandpresent,toviolationsoffundamentalrights(e.g.,fairness,civilrights,humanrights).

● 6.1.4.A.11 Explain how the fundamental rights of the individual and the common good of the country depend upon all citizens exercising their civicresponsibilitiesatthecommunity,state,national,andgloballevels.

● 6.1.4.A.16Explorehownationaland international leaders,businesses,andglobalorganizationspromotehumanrightsandprovideaidtoindividualsandnationsinneed.

● 6.1.4.C.12Evaluatetheimpactofideas,inventions,andothercontributionsofprominentfigureswholivedNewJersey.● 6.1.4.C.15DescribehowthedevelopmentofdifferenttransportationsystemsimpactedtheeconomiesofNewJerseyandtheUnitedStates.● 6.1.4.C.16Explainhowcreativityandinnovationresultedinscientificachievementandinventionsinmanyculturesduringdifferenthistoricalperiods.● 6.1.4.C.17Determinetheroleofscienceandtechnologyinthetransitionfromanagriculturalsocietytoanindustrialsociety,andthentotheinformation

age.● 6.1.4.C.18Explain how the development of communications systems has led to increased collaboration and the spread of ideas throughout theUnited

Statesandtheworld.● 6.1.4.D.3EvaluatetheimpactofvoluntaryandinvoluntaryimmigrationonAmerica’sgrowthasanation,historicallyandtoday● 6.1.4.D.4ExplainhowkeyeventsledtothecreationoftheUnitedStatesandthestateofNewJersey.● 6.1.4.D.5Relatekeyhistoricaldocuments(i.e.,theMayflowerCompact,theDeclarationofIndependence,theUnitedStatesConstitution,andtheBillof

Rights)topresentdaygovernmentandcitizenship.● 6.1.4.D.6DescribethecivicleadershipqualitiesandhistoricalcontributionsofGeorgeWashington,ThomasJefferson,andBenjaminFranklintowardthe

developmentoftheUnitedStatesgovernment.● 6.1.4.D.7ExplaintheroleGovernorWilliamLivingstonplayedinthedevelopment12ofNewJerseygovernment.● 6.1.4.D.8DeterminethesignificanceofNewJersey’sroleintheAmericanRevolution.

14

● 6.1.4.D.9Explaintheimpactoftrans-AtlanticslaveryonNewJersey,thenation,andindividuals.● 6.1.4.D.12ExplainhowfolkloreandtheactionsoffamoushistoricalandfictionalcharactersfromNewJerseyandotherregionsoftheUnitedStates

contributedtotheAmericannationalheritage.● 6.1.4.D.16Describehowstereotypingandprejudicecanleadtoconflict,usingexamplesfromthepastandpresent.-BiasLesson(andAmistadCommission)● 6.1.4.D.17Explaintheroleofhistoricalsymbols,monuments,andholidaysandhowtheyaffecttheAmericanidentity.● *CitizenshipStandard*6.3.4.D.1Identifyactionsthatareunfairordiscriminatory,suchasbullying,andproposesolutionstoaddresssuchactions.(Chapter4

Lesson2-TheUnionDivided-Studentpages106-111andLesson3-RebuildingtheNation-Studentpages114-117)


LanguageArts

● RI.4.5.Describetheoverallstructure(e.g.,chronology,comparison,cause/effect,problem/solution)ofevents,ideas,concepts,orinformationinatextorpartofatext.

● RI.4.6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the informationprovided.

● NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effectiveselection,organization,andanalysisofcontent.

Novelstudy-GeorgeWashington’sSocksbyElviraWoodruff

ReadAloudsuggestions(optional)-Henry’sFreedomBoxbyEllenLevineandUnspokenbyHenryCole

Science

• 4-ESS2-2.AnalyzeandinterpretdatafrommapstodescribepatternsofEarth’sfeatures.

Math

• 4.MD.BRepresentandinterpretdata

StudentLearningObjectives

Chapter3Lesson1:Britain’s13Colonies-pages60-67

● UnderstandwhysomecolonistssupportedthecoloniesintheAmericanRevolution,whileotherssupportedGreatBritain● ExplainhowkeyeventsledtothecreationoftheUSandNJ● DescribetheleadershipqualitiesandcontributionsofGeorgeWashingtonandBenjaminFranklin

Chapter3Lesson2:ThePathtoIndependence-pages68-71

● ExplainthereasonsgiveninthedeclarationofindependenceforfightingGreatBritainintheAmericanRevolution

Chapter321stCenturySkill:UsePrimaryandSecondarySources-pages72-73

● Identifyanduseprimaryandsecondarysources

15

Chapter3Lesson3:TheWarinNewJersey-pages74-79

● UnderstandandexplaintheroleNewJerseyplayedintheAmericanRevolution

Chapter3Lesson4:ANewNation,ANewState-pages80-85

● ExplaintherightsguaranteedintheConstitution● UnderstandtheBillofRights● UnderstandNewJersey’sroleincreatingtheConstitutionandtheBillofRights

Chapter3Lesson5:NewJerseyDevelops-pages86-91

● UnderstandhowscienceandtechnologyaffectedNewJersey’sgrowthanddevelopmentintheearly1800s

Chapter4Lesson1:TheFightAgainstSlavery-pages100-105

● ExplainwhysomeAmericansfoughttoendslaveryduringtheCivilWarandothersfoughttokeepit

Chapter4Lesson2:TheUnionDivided-pages106-111

● UnderstandwhypeoplefromNewJerseyfoughtintheCivilWar● Knowwhytheunionwassaved

Chapter421stCenturyLesson-GraphandGraphSkills-pages112-113

● Readandinterpretbargraphsandlinegraphswithhistoricalinformation

Chapter4Lesson3:RebuildingtheNation-pages114-117

● UnderstandwhyAfricanAmericansbegantofightforequalrights● Discussdiscriminationandbias


CRP1.Actasaresponsibleandcontributingcitizenandemployee.




16




CRP12.Workproductivelyinteamswhileusingculturalglobalcompetence.


9.2.4.A.1-Identifyreasonswhypeoplework,differenttypesofwork,andhowworkcanhelpapersonachievepersonalandprofessionalgoals.

TechnologyStandards8.1.5.A.1Selectandusetheappropriatedigitaltoolsandresourcestoaccomplishavarietyoftasksincludingsolvingproblems.

8.1.5.A.2Formatadocumentusingawordprocessingapplicationtoenhancetextandincludegraphics,symbolsand/orpictures.\

8.1.5.A.3Useagraphicorganizertoorganizeinformationaboutproblemorissue

17

UnitSequence ConceptsCoveredinUnit Formative&SummativeAssessments

Chapter3:AnIndependentCountry

BigQuestion:Whatisworthfightingfor?

AfterdiscussingwhythecoloniesbrokeawayfromGreatBritain,studentswill:

● Understandthatpeoplecanstandupforwhattheybelievein.● Recognizethatpeoplewhoshareidealscanaccomplishcommongoals.● Understandthatpoliticalchangecanhavecostsandbenefitsfor

differentgroups.● Knowthattherearebasicrightsthatallpeopleshare.

Chapter4:TheCivilWar

BigQuestion:Whatisworthfightingfor?

AfterlearningabouttheCivilWaranditscausesandconflicts,studentswill:

● Understandthatsocial,political,andeconomicdifferencescanleadtoconflict.

● Explainwhypeoplewillfighttoprotecttheirbeliefsandwayoflife.● Knowthatinbigwars,men,women,children,andtheenvironmentcan

allbeaffected.● Explainthatconflictscanhaveunexpectedresultsthatcanreshapea

country.

Studentswhounderstandtheconceptscan:









● TurnandTalk


● Rubrics


● myStorybook




● Chapter3Test

● Chapter4Test


● CivilRightsCerealBoxProject-Createacerealboxbasedonapersonor

eventthatwassignificantthroughouttheCivilRightsMovement.

● 21stCenturyProject-pages112-113

18


Chapter3-AnIndependentCountry

Chapter3Introstudentworkbookpages56-59(Day1)-WilliamLivingston-FighterforFreedom

● Bigquestion-Whatisworthfightingfor?-connecttopriorknowledge● MyStoryVideo-introducesvocabularyandkeyconcepts● MyStorySpark

Lesson1:Britain’s13Colonies-Studentworkbookpages60-63(Day2)

● EnvisionIt!● Introducevocabulary-Parliament,repeal,boycott,delegate,militia,minutemen,Patriot,Loyalist● Activereadingofthelesson-pages60-63● Answerquestionsthroughoutthelesson(explain,circle,label,underlineactivities)● Causeandeffectquestion(page63)● GotIt?-Questionsattheendofthelesson(page63)

Lesson1continued:Britain’s13Colonies-Studentworkbookpages64-67(Day3)

● Activereadingofthelesson-pages64-67● Answerquestionsthroughoutthelesson(explain,circle,label,underlineactivities)● GotIt?-Questionsattheendofthelesson(page67)

Lesson2:ThePathtoIndependence-Studentworkbookpages68-71(Day4)

● EnvisionIt!● Introducevocabulary-independence,committee,treason● Activereadingofthelesson-pages68-71● Answerquestionsthroughoutthelesson(explain,circle,label,underlineactivities)● GotIt?Questionsattheendoflesson(page71)

21C-CriticalThinkingSkills-Studentworkbookpages72-73(Day5)

● Activereadingoflesson(pages72-73)● TryIt!Questions

Lesson3:TheWarinNewJersey-Studentworkbookpages74-76(Day6)

● EnvisionIt!● Introducevocabulary-enlist,retreat,mercenary,strategy● Activereadingofthelesson-pages74-76● Answerquestionsthroughoutthelesson(explain,circle,label,underlineactivities)

19

Lesson3continued:TheWarinNewJersey-Studentworkbookpages77-79(Day7)

● EnvisionIt!● Activereadingofthelesson-pages74-76● Answerquestionsthroughoutthelesson(explain,circle,label,underlineactivities)● GotIt?Questionsattheendoflesson(page79)

Lesson4:ANewNation,ANewState-Studentworkbookpages80-85(Day8)

● EnvisionIt!● Introducevocabulary-constitution,democracy,amendment,ratify,rights,dueprocess● Activereadingofthelesson-pages80-85● Answerquestionsthroughoutthelesson(explain,circle,label,underlineactivities)● GotIt?Questionsattheendoflesson(page85)

Lesson5:NewJerseyDevelops-Studentworkbookpages86-91(Day9)

● EnvisionIt!● Introducevocabulary-geology,turnpike,canal,census,reform● Activereadingofthelesson-pages86-91● Answerquestionsthroughoutthelesson(explain,circle,label,underlineactivities)● GotIt?Questionsattheendoflesson(page91)



Chapter4-TheCivilWar

Chapter4Introstudentworkbookpages96-99(Day11)-HarrietTubman-GuidetoFreedom

● Bigquestion-Whatisworthfightingfor?-connecttopriorknowledge● MyStoryVideo-introducesvocabularyandkeyconcepts● MyStorySpark

Lesson1:TheFightAgainstSlavery-Studentworkbookpages100-105(Day12)

● EnvisionIt!● Introducevocabulary-abolitionist,plantation,UndergroundRailroad● Activereadingofthelesson-pages100-105● Answerquestionsthroughoutthelesson(explain,circle,label,underlineactivities)● GotIt?-Questionsattheendofthelesson(page105)

20

Lesson2:TheUnionDivided-Studentworkbookpages106-111(Day13)

● EnvisionIt!● Introducevocabulary-secede,union,proclamation,emancipate● Activereadingofthelesson-pages106-111● Answerquestionsthroughoutthelesson(explain,circle,label,underlineactivities)● GotIt?-Questionsattheendofthelesson(page111)

21C-GraphandGraphSkills-Studentworkbookpages112-113(Day14)

● Activereadingoflesson(pages112-113)● TryIt!Questions

Lesson3:RebuildingtheNation-Studentworkbookpages114-117(Day15)-BiasLesson

● EnvisionIt!● Introducevocabulary-Reconstruction,sharecropper,discrimination,segregation● Activereadingofthelesson-pages114-117● Answerquestionsthroughoutthelesson(explain,circle,label,underlineactivities)● GotIt?-Questionsattheendofthelesson(page117)



CivilRightsCerealBoxProject-StudentswillresearchandcreateacerealboxwithfactsbasedonapersonoreventintheCivilRightsmovement.(Day17and18)

UnitResources

Texts:

PearsonMyWorldSocialStudiesTeacher’sGuide(43-91)

StudentWorktext(pagesNJ32-NJ39andpages56-121)

Websites:

● www.myWorldSocialStudies.com(MyStoryVideos)● www.njamistadcurriculum.net● https://nj.gov/education/holocaust/curriculum

21

Modifications

AtRiskStudents:● Benchmarktesting ● Pairvisualpromptswithverbalpresentations ● Askstudentstorestateinformation,directions,andassignments. ● Repetitionandpractice ● Modelskills/techniquestobemastered ● Extendedtimetocompleteclasswork ● Provideclassnotes ● Preferentialseatingtobemutuallydeterminedbythestudentandteacher ● Studentmayrequesttouseacomputertocompleteassignments. ● Establishexpectationsforcorrectspellingonassignments. ● Assignapeerhelperintheclasssetting ● Provideoralremindersandcheckstudentworkduringindependentworktime ● Assiststudentswithlongandshorttermplanningofassignments● Encouragestudentstoproofreadassignmentsandtests● Provideregularparent/schoolcommunication

StudentswithDisabilities/504:● Pairvisualpromptswithverbalpresentations● Askstudentstorestateinformation,directions,andassignments.● Repetitionandpractice● Modelskills/techniquestobemastered ● Extendedtimetocompleteclasswork ● Provideclassnotes ● Preferentialseatingtobemutuallydeterminedbythestudentandteacher ● Studentmayrequesttouseacomputertocompleteassignments. ● Establishexpectationsforcorrectspellingonassignments. ● Assignapeerhelperintheclasssetting● Provideoralremindersandcheckstudentworkduringindependentworktime ● Assiststudentswithlongandshorttermplanningofassignments ● Encouragestudentstoproofreadassignmentsandtests ● Provideregularparent/schoolcommunication

22

ELLStudents:ModificationsforClassroomInstructionalSupports:

● Hands-onmaterials● Bilingualdictionaries● Visualaids● Teachermadeadaptations,outlines,studyguides● CanDoDescriptors

Preparingstudentsforthelesson:1.BuildingBackgroundInformationthroughbrainstorming,semanticwebbing,useofvisualaidsandothercomprehensionstrategies.2.SimplifyingLanguageforPresentationbyusingspeechthatisappropriatetostudents’languageproficiencylevel.Avoidjargonandidiomaticspeech.3.DevelopingContentAreaVocabularythroughtheuseofwordwallsandlabelingclassroomobjects.Studentsencounternewacademicvocabularyinsocialstudies,particularlywhenstudyingthedisciplinesofhistory,civics,economics,andgeography.4.ConceptDevelopment-Studentswillbelearningaboutrightsandduties,voting,publicissues,revolutions,theenvironment,andmanynewconcepts.Enduringunderstandingrequiresthoroughandcontextualizedstudyofthesesubjectsacrossgradesandcoursesinsocialstudies.5.GivingDirections-StatedclearlyanddistinctlyanddeliveredinbothwrittenandoralformstoensurethatLEPstudentsunderstandthetask.Inaddition,studentsshouldbeprovidedwith/orhaveaccesstodirectionalwordssuchas:circle,write,draw,cut,underline,etc.PresentingtheLesson:



frameclassroomconversationsonsubjectsofinterestandculturalrelevance.Modificationsforassignments/homework



● Conductresearchandprovidepresentationofculturaltopics.● Designsurveystogenerateandanalyzedatatobeusedindiscussion.● Debatetopicsofinterest/culturalimportance.

23

● Authenticlisteningandreadingsourcesthatprovidesdataandsupportforspeakingandwritingprompts.● Useofhigherlevelquestioningtechniques● Provideassessmentsatahigherlevelofthinking

GeneralModifications


Alearningcontractisanagreementestablishedbetweenastudentandtheteacher;itsometimesinvolvesthestudent’sparents.Thecontractspecifiesconcretelearningand/orbehavioralobjectivesforthestudentthatallpartiesagreeneedtobeachieved.Thecontractalsospecifies:

● Thegoalsofthecontract ● Theobligationsofeachpartytothecontract ● Thetimeframewithinwhichthetermsofthelearningcontractaretobefulfilled

Flexiblegrouping


JigsawActivities


GraphicOrganizersAdvancedDiscussionTechniquesQuestioningStrategies

24

Grade:4Unit3:ATimeofChangeinNewJersey(Chapter5)InstructionalDays:12days(2daysperweek/40minuteseachday)

Unit3Summary

Inthisunitofstudy,studentswillabletoexplainhowinventorsandtheirtechnologieschangedthewaythatpeoplelivedandworkedinAmerica.Studentswillalsodemonstrateknowledgeintheareaofimmigrants.ImmigrantswereveryimportanttotheUnitedStatesduringthistimeperiodandsostudentswilllearnabouthowtheycontributedtothenation’sdiversity,growth,andculture.Lastly,studentswillanalyzetheearly20thcentury,andthemanypeoplewhoworkedtogaingreaterrightsforworkers,women,andminorities.


● 6.1.4.A.3Determinehow“fairness,”“Equality,”andthe“commongood”haveinfluencedchangeinU.S.government.● 6.1.4.A.9Compareandcontrastresponses,pastandpresent,toviolationsofrights.● 6.1.4.A.13DescribetheprocessbywhichimmigrantsbecomeUnitedStatescitizens.● 6.1.4.B.6CompareandcontrastcharacteristicsofU.S.regionsbasedonculture,economics,politics,andphysicalenvironmenttounderstandtheconceptof

regionalism.● 6.1.4.C.12Evaluatetheimpactofideas,inventions,andothercontributionsofprominentNewJerseyans.● 6.1.4.C.13Determinethequalitiesofentrepreneurs.● 6.1.4.C.16Explainhowinnovationresultedinscientificachievementandinventions.● 6.1.4.C.18Explainhowcommunicationssystemsledtoincreasedcollaborationandthespreadofideas.● 6.1.4.D.2SummarizedreasonswhygroupsimmigratedtoNJandAmerica;describechallengestheyencountered.● 6.1.4.D.14TracehowtheAmericanidentityevolvedovertime.● 6.1.4.D.18Explainhowanindividual’sbeliefs,values,andtraditionsmayreflectmultiplecultures.● *CitizenshipStandard*:6.3.4.D.1Identifyactionsthatareunfairordiscriminatory,suchasbullying,andproposesolutionstoaddresssuchactions.(Chapter5

Lesson2:ImmigrantsinNewJerseypages134-139-discussunfairtreatmentimmigrantsfaced)


● RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specificinformationinthetext.

● RI.4.5Describetheoverallstructureofevents,ideas,concepts,orinformationinatextorpartofatext.● NJSLSA.W1.Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence.● NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective

selection,organization,andanalysisofcontent.


Chapter5Lesson1:TechnologyandIndustrypages126-133

● ExplainhowNewJerseyanswereimpactedbyinventionsandideasduringthistimeperiod● Describethequalitiesthatentrepreneurshave● Summarizeinnovationsduringthistimethatresultedinscientificachievementthroughnewinventions

25






CRP7.Employvalidandreliableresearchstrategies


CRP12.Workproductivelyinteamswhileusingculturalglobalcompetence

PersonalFinanceStandards:9.2.4.A.1-Identifyreasonswhypeoplework,differenttypesofwork,andhowworkcanhelpapersonachievepersonalandprofessionalgoals.&9.1.4.A.2-Explainthedifferencebetweenacareerandajob,andidentifyvariousjobsinthecommunityandtherelatedearnings.

● Analyzecommunicationsystemsthatledtocollaborationandthespreadofideas

Chapter5Lesson2:ImmigrantsinNewJerseypages134-139

● ExplainhowimmigrantsbecomeUScitizens● SummarizereasonswhygroupsimmigratedtoAmerica● MakealistofchallengesimmigrantsfacedwhentheycametoAmerica● Analyzehowbeliefs,values,andtraditionsaffectedthenewcultureintheUnitedStates

Chapter521stCenturySkill:InterpretDataonMapspages140-141

● CompareandcontrastregionsonamapbasedonNewJerseyandthecountry.● ExplaindataonamapoftheUnitedStates

Chapter5Lesson3:ChangeandReformpages142-147

● Usingvocabularyfromthelesson,writeaboutviolationsofrightsfromthepastandpresent● SummarizechangestotheUSgovernmentbasedonfairnessandequality*BiasLesson

26

TechnologyStandards

8.1.5.A.1Selectandusetheappropriatedigitaltoolsandresourcestoaccomplishavarietyoftasksincludingsolvingproblems.

8.1.5.A.2Formatadocumentusingawordprocessingapplicationtoenhancetextandincludegraphics,symbolsand/orpictures.

8.1.5.C.1Engageinonlinediscussionswithlearnersofotherculturestoinvestigateaworldwideissuefrommultipleperspectivesandsources,evaluatefindingandpresentpossiblesolutions,usingdigitaltoolsandonlineresourcesforallsteps.

UnitSequence

ConceptsCoveredinUnit Formative&SummativeAssessments

Chapter5-ATimeofChangeinNewJersey

BigQuestion:Howdoeseconomicgrowthprovideopportunity?

AfterreadinganddiscussingthechangingtimesinNewJerseystudentswill:

● Explainhowinventorshelpedtochangethewaypeoplelivedinourstate.

● Describehowtechnologieschangedhowpeoplelivedandworkedinourregion.

● Recognizethatimmigrantscontributedtothenation’sdiversity,growth,andculture.

● Analyzehowintheearly20thcenturyrightsweregainedforworkers,women,andminorities.









● TurnandTalk


● Rubrics


● myStorybook




● Chapter5Test

●

27


● ResearchandletterwritingthroughEllisIsland/Immigrationstudy

● 21stCenturySkills-pages140-141



Chapter5Introstudentworkbookpages122-125(Day1)-ThomasEdisonNationalHistoricalPark

● Bigquestion-Howdoeseconomicgrowthprovideopportunity?-connecttopriorknowledge● MyStoryVideo-introducesvocabularyandkeyconcepts● MyStorySpark

Lesson1:TechnologyandIndustry-Studentworkbookpages126-129133(Day2)

● EnvisionIt!● Introducevocabulary-manufacture,assemblyline,entrepreneur,patent,monopoly● Activereadingofthelesson-pages126-129● Answerquestionsthroughoutthelesson(causeandeffect,generalize,andwrite)

Lesson1continued:TechnologyandIndustry–pages130-133(Day3)

● Answerquestionsthroughoutthelesson(causeandeffect,generalize,andwrite)● Activereadingofthelesson-pages126-129● Drawconclusions(page132)● GotIt?-Questionsattheendofthelesson(page133)

Lesson2:ImmigrantsinNewJersey-Studentworkbookpages134-137(Day4)

● EnvisionIt!● Introducevocabulary-immigrant,famine,citizen,tenement,sweatshop● Activereadingofthelesson-pages134-137

Lesson2continued:ImmigrantsinNewJersey-Studentworkbookpages138-139(Day5)

● Answerquestionsthroughoutthelesson(circle,causeandeffect,write)● Summarizeactivity(page138)

28

● GotIt?Questionsattheendoflesson(page139)

Optionalextension:Virtualfieldtrip:EllisIslandImmigrantexperience(Day6)

Optionalextension:Virtualfieldtrip:TheStatueofLiberty(Day7)

● Watchvideoclip● Writeaboutafamilymemberwhocamefromanothercountry

21C-MapSkills-Studentworkbookpages140-141(Day8)

● Activereadingoflesson(pages140-141)● TryIt!Answerquestionspage141#1-4

Lesson3:ChangeandReform-Studentworkbookpages142-145(Day9)*BiasLesson

● EnvisionIt!● Introducevocabulary-reform,progressive,muckraker,Prohibition,suffrage,GreatMigration● Activereadingofthelesson-pages142-145

Lesson3continued:ChangeandReform-Studentworkbookpages146-147(Day10)*BiasLesson

● Answerquestionsthroughoutthelesson(circle,write,fillincompareandcontrast)● Summarizeactivity,circleandunderline(page146)● GotIt?Questionsattheendoflesson(page147)

ReviewandAssessment-Chapter5-Studentworkbookpages148-151(Day11and12)


UnitResources

Texts:

PearsonMyWorldSocialStudiesTeacher’sGuide(pages94-113)

StudentWorktext(pages122-151)

Websites:

● www.myWorldSocialStudies.com(MyStoryVideos)● http://teacher.scholastic.com/activities/immigration/tour/(EllisIslandguidedtour)● www.njamistadcurriculum.nethttps://nj.gov/education/holocaust/curriculum

29

Modifications


StudentswithDisabilities/504: ● Pairvisualpromptswithverbalpresentations● Askstudentstorestateinformation,directions,andassignments.● Repetitionandpractice● Modelskills/techniquestobemastered ● Extendedtimetocompleteclasswork ● Provideclassnotes ● Preferentialseatingtobemutuallydeterminedbythestudentandteacher ● Studentmayrequesttouseacomputertocompleteassignments. ● Establishexpectationsforcorrectspellingonassignments. ● Assignapeerhelperintheclasssetting● Provideoralremindersandcheckstudentworkduringindependentworktime ● Assiststudentswithlongandshorttermplanningofassignments ● Encouragestudentstoproofreadassignmentsandtests ● Provideregularparent/schoolcommunication

30

ELLStudents:ModificationsforClassroom

InstructionalSupports:

● hands-onmaterials● bilingualdictionaries● visualaids● teachermadeadaptations,outlines,studyguides● CanDoDescriptors

Preparingstudentsforthelesson:

1.BuildingBackgroundInformationthroughbrainstorming,semanticwebbing,useofvisualaidsandothercomprehensionstrategies.

2.SimplifyingLanguageforPresentationbyusingspeechthatisappropriatetostudents’languageproficiencylevel.Avoidjargonandidiomaticspeech.

3.DevelopingContentAreaVocabularythroughtheuseofwordwallsandlabelingclassroomobjects.Studentsencounternewacademicvocabularyinsocialstudies,particularlywhenstudyingthedisciplinesofhistory,civics,economics,andgeography.

4.ConceptDevelopment-Studentswillbelearningaboutrightsandduties,voting,publicissues,revolutions,theenvironment,andmanynewconcepts.Enduringunderstandingrequiresthoroughandcontextualizedstudyofthesesubjectsacrossgradesandcoursesinsocialstudies.

5.GivingDirections-StatedclearlyanddistinctlyanddeliveredinbothwrittenandoralformstoensurethatLEPstudentsunderstandthetask.Inaddition,studentsshouldbeprovidedwith/orhaveaccesstodirectionalwordssuchas:circle,write,draw,cut,underline,etc.

PresentingtheLesson:



frameclassroomconversationsonsubjectsofinterestandculturalrelevance.

Modificationsforassignments/homework


31





● thegoalsofthecontract ● theobligationsofeachpartytothecontract ● thetimeframewithinwhichthetermsofthelearningcontractaretobefulfilled

Flexiblegrouping


JigsawActivities


GraphicOrganizers

AdvancedDiscussionTechniques

QuestioningStrategies

32

Grade:4Unit4Name:ChallengesandOpportunities&NJToday(Ch.6&7)InstructionalDays:20days(2daysperweek/40minuteseachday)

Unit4Summary

Inthisunitofstudy,studentswillabletoexplainwhypeoplegotowar inordertodefendtheirhomelandandhowyoucancometogether inatimeofneed.ByanalyzingtheNewDeal,studentswillseehowthegovernmentbegantoplayalargerroleinourcountry.Studentswillcontinuetoreviewandseehowwomenandminoritiesstruggledtofindtheirplaceespeciallyinthe1950sand1960s.Next,studentswillseehowthegovernmentandeconomyaffectcitizenstodayandplayaroleintheirrightsandresponsibilities.Lastly,studentswillsummarizethediversecultureinNewJerseyandhowitaffectsthemandthewaytheylive.

*HighlightedactivitiesindicateHolocaustAwarenessinyellowandAmistadCommissioninbluerelatedactivities.

ThisunitisbasedonthefollowingSocialStudiesStandards:

● 6.1.4.A.1Explainhowlawsprotectrights,resolveconflicts,andpromotethecommongood.● 6.1.4.A.2ExplainhowguaranteedrightscontributetoU.S.democracy.● 6.1.4.A.3Determinehowthe“commongood”hasinfluencedchangeatlocalandnationallevels.● 6.1.4.A.4ExplainhowtheConstitutiondefinesandlimitsgovernmentpowerandorganization.● 6.1.4.A.5Distinguishtherolesandresponsibilitiesofthebranchesofthenationalgovernment.● 6.1.4.A.6Explainhownationalandstategovernmentssharepower.● 6.1.4.A.7ExplainthattheU.S.isarepresentativedemocracy.● 6.1.4.A.8Compareandcontrasthowgovernmentfunctionsatdifferentlevels.● 6.1.4.A.9Compareandcontrastresponses,pastandpresent,toviolationsofrights.● 6.1.4.A.10DescribehowDr.MartinLutherKing,Jr.,andothercivilrightsleaderscausedsocialchangeandinspiredactivisminlatergenerations.● 6.1.4.A.11Explainwhycitizensshouldexercisecivicresponsibilities.● 6.1.4.A.12Explaintheprocessofcreatingchangeatthelocal,state,ornationallevel.● 6.1.4.A.14Describehowtheworldisdividedintomanynationsthathavetheirowngovernments,languages,customs,andlaws.● 6.1.4.A.15Explainwhyitisimportantthatpeoplefromdiverseculturescollaboratetofindsolutionstochallenges.● 6.1.4.A.16Explorehowleaders,businesses,andglobalorganizationspromotehumanrightsandprovideaidtothoseinneed.● 6.1.4.B.2Usepoliticalmapstoexplainhowlocationandspatialrelationshipscontributedtoculturaldiffusionandeconomicinterdependence.● 6.1.4.B.6CompareeconomicsandenvironmentofU.S.regions.● 6.1.4.C.1Applyopportunitycosttoevaluateindividuals’decisions.● 6.1.4.C.3Explainwhyincentivesvarybetweenproducersandconsumers.● 6.1.4.C.4Describehowsupplyanddemandaffectpriceandproductoutput.● 6.1.4.C.7Explainhowtheavailabilityofgoodsandservicesisinfluencedbytheglobalmarketandgovernment.● 6.1.4.C.9Compareandcontrasthowresourcesaffectpeopledifferently.● 6.1.4.C.11Recognizetheimportanceofsettinglong-termfinancialgoals.● 6.1.4.C.13Determinethequalitiesofentrepreneurs.● 6.1.4.C.14CompareNJregionsintermsofeconomicopportunities.● 6.1.4.C.16Explainhowinnovationresultedinscientificachievement.● 6.1.4.C17Determinetechnology’sroleinchange.● 6.1.4.D.1Identifyactionsthatareunfairandproposesolutions.● 6.1.4.D.4ExplainhowkeyeventsledtothecreationoftheUnitedStatesandthestateofNewJersey.

33

● 6.1.4.D.10DescribehowNativeAmericangroups,includingtheLenniLenape,haveinfluencedNewJersey.● 6.1.4.D.11Determinehowlocalandstatecommunitieshavechangedovertime,andthereasonsforthischange.● 6.1.4.D.12Explainhowhistoricalcharacterscontributedtothenation.● 6.1.4.D.13Describehowcultureisexpressedthroughandinfluencedbypeople’sbehavior.● 6.1.4.D.14TracehowAmericanidentityevolvedovertime.● 6.1.4.D.17ExplainhowhistoricalsymbolsaffecttheAmericanidentity.● 6.1.4.D.17Explaintheroleofhistoricalmonuments.● 6.1.4.D.18Explainhowbeliefs,values,andtraditionsmayreflectmorethatoneculture.● 6.1.4.D.19Explainhowexperiencesandeventsmaybeinterpreteddifferentlybypeoplewithdifferentculturalorindividualperspectives.● 6.1.4.D.20Describewhyitisimportanttounderstandtheperspectivesofothercultures.● 6.3.4.A.2Learnaboutordiscusslocalissues.● 6.3.4.A.3Informothersaboutanissue.● 6.3.4.A.4Communicatewithotherstudents.● 6.3.4.C.1Developagroupinitiative.

*CitizenshipStandards*:(Chapter721CLesson:CollaborationandCreativitySkills-GenerateNewIdeas-pages198-199)

● 6.3.4.A.2Examinetheimpactofalocalissuebyconsideringtheperspectivesofdifferentgroups,includingcommunitymembersandlocalofficials● 6.3.4.A.3Selectalocalissueanddevelopagroupactionplantoinformschooland/orcommunitymembersabouttheissue.● 6.3.4.C.1Developandimplementagroupinitiativethataddressesaneconomicissueimpactingchildren


● RI.4.1Refertodetailsandexamplesinatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferencesfromthetext.● RI.4.2Determinethemainideaofatextandexplainhowitissupportedbykeydetails;summarizethetext.● RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific

informationinthetext.● NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective

selection,organization,andanalysisofcontent.● NJSLSA.W3.Writenarratives todeveloprealor imaginedexperiencesoreventsusingeffective technique,well-chosendetails,andwell-structuredevent

sequences.● NJSLSA.W4.Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.

Science:

● 4-ESS2-2.AnalyzeandinterpretdatafrommapstodescribepatternsofEarth’sfeatures.Math:

● 4.MD.BRepresentandinterpretdata

34


Chapter6Lesson1:WorldWarIandthe1920’spages156-161

● ExplainhowtheAmericanidentityhaschangedovertime.● Analyzehowdifferentculturesmayvieweventsdifferentlybasedontheirculturalperspective.● Describewhyitisimportanttounderstandtheperspectivesofothercultures.

Chapter6Lesson2:TheGreatDepressionandWorldWarIIpages162-169

● Usemapstoshowhowspatialrelationshipscontributedtoculturaldiffusion.● Explainhowleadersandorganizationshavehelpedprovideforothersinneed.

Chapter621stCenturySkill:ChartandGraphSkillspages170-171

● Organizedifferentlaws,customs,andlanguagesonacharttoshowhownationsaredifferent.

Chapter6Lesson3:The1950sand1960spages172-177-BiasLesson*

● Comparedifferentrightsfordifferentcitizens.● Explainchallengesthatdifferentculturalgroupsfacedduringthistimeperiod.● DescribehowDr.MartinLutherKingJr.inspiredfuturegenerationsofleaders.● Analyzehowglobalorganizationscanpromoterightsandprovideaidtoothers.● Readabouthowscientificachievementhelpedournation.

Chapter7Lesson1:AModernEconomypages186-191

● Comparemapsandexplainhowdifferentregionsplayapartinoureconomy.● Explainhowresourcesaffectpeoplelivingindifferentlocations.● SummarizeNJregionsbasedontheireconomy.● Analyzetheimportanceofsettinglong-termfinancialgoals.● Explainwhataproducerandwhataconsumerareandthedifferencesbetweenthem.● Describepricesofproductsbasedonthesupplyanddemandofthegoods.

Chapter7Lesson2:DemocracyandCitizenshippages192-197

● ExplainhowrightsareguaranteedbasedonUSdemocracy.● ComparedifferentlawsandshowhowlawshaveacommongoodinAmerica.● AnalyzedifferentcivicresponsibilitiesforUnitedStatescitizens.● DescribedifferentkeyeventsthathelpedNJtobecomeastate.● DescribedifferentkeyeventsthathelpedAmericabecomeanation.

Chapter721stCenturySkill:CollaborationandCreativitySkillspages198-199

35






CRP9.Modelintegrity,ethicalleadershipandeffectivemanagement

CRP12.Workproductivelyinteamswhileusingculturalglobalcompetence


9.1.4.C.1Explainwhypeopleborrowmoneyandtherelationshipbetweencreditanddebit.&9.1.4.B.3Explainwhatabudgetisandwhyitisimportant

● Writeaboutdifferentcurrentissues.● Workwithgroupstoexplaindifferentissues.● Explainhowyoucanworkwithagrouptomakeinitiatives.

Chapter7Lesson3:GovernmentinNewJerseyandtheNationpages200-205

● Determinehowyoucandogoodinyourcommunitytohelpyournation.● ExplainimportantpartsoftheUnitedStatesConstitution.● Explainhownationalandstategovernmentssharepower.● Comparedifferentgovernmentalfunctions,anddiscussademocracy.● Analyzehowgovernmentshavechangedovertimeandwhytheyarenotthesameastheyoncewere.

Chapter7Lesson4:NewJerseyansTodaypages206-211

● ExplainhowdifferentNativeAmericangroupshaveinfluencedNJ,specificallytheLenape.● Compareandcontrastwhycommunitiesarechangingovertime.● Analyzedifferenthistoricalfiguresandexplainwhytheyhelpedshapethenation.● Researchdifferenthistoricalmonuments.● Explainhowbeliefs,values,andtraditionsmayreflectmorethanoneculture.

36

TechnologyStandards

8.1.5.A.1Selectandusetheappropriatedigitaltoolsandresourcestoaccomplishavarietyoftasksincludingsolvingproblems.

8.1.5.A.2Formatadocumentusingawordprocessingapplicationtoenhancetextandincludegraphics,symbolsand/orpictures.

8.1.5.A.2Useagraphicorganizertoorganizeinformationaboutaproblemorissue.

8.1.5.B.1Applyexistingknowledgetogeneratenewideas,products,orprocesses.

8.1.5.C.1Engageinonlinediscussionswithlearnersofotherculturestoinvestigateaworldwideissuefrommultipleperspectivesandsources,evaluatefindingandpresentpossiblesolutions,usingdigitaltoolsandonlineresourcesforallsteps.

8.2.5.C.4Theapplicationofengineeringdesign

8.2.5.C.1Applythedesignprocess.

UnitSequence

ConceptsCoveredinUnit Formative&SummativeAssessments

Chapter6-ChallengesandOpportunities

BigQuestion:Howdopeoplerespondtogoodtimesandbad?


● Explainhowpeoplegotowartodefendothersandtheirhomeland.● Describehowpeoplecancometotheneedofothersandfightagainst

oppression.● Recognizethatthe1950sand1960sweretimesofincreasingstruggles

forwomenandminorities.● AnalyzetheNewDealandseehowithasaffectedAmerican

government.

Chapter7-NewJerseyToday

BigQuestion:Whatshouldbethegoalsandresponsibilitiesofgovernment?


● Explainthatcitizenshaverightsbuttheyalsohavelawsandresponsibilities.

● DescribeNewJersey’sgovernmentandeconomyandexplainhowtheyimpactthewaywelive.

● Recognizethatlocal,state,andnationalgovernmentsworktogetherina










● TurnandTalk


● Rubrics


● myStorybook

37

federalsystemtoimprovecitizens’lives.● Analyzethediversityofthestatehowpeopleareimpactedbyits

diversity.




● Chapter6and7Tests


● CitizenshipEducation:Createabilltoimprovethecommunity,after

researchingabillthataffectsourcountry.

● Writingassignment:Supposeanewlawispassedthatgivesmore

moneytoyourschool.Writeaplanforthebestwaytousethemoney.

● 21stCenturySkills-pages170-171



Chapter6Introstudentworkbookpages152-155(Day1)-PaulRobesonScholar,Athlete,andStar

● Bigquestion-Howdopeoplerespondtogoodtimesandbad?-connecttopriorknowledge● MyStoryVideo-introducesvocabularyandkeyconcepts● MyStorySpark

Lesson1:WorldWarIandthe1920s-Studentworkbookpages156-161(Day2)

● EnvisionIt!● Introducevocabulary-nationalism,alliance,neutral,trench,armistice,boom,discrimination● Activereadingofthelesson-pages156-161● Answerquestionsthroughoutthelesson(map,chart,andwrite)● GotIt?-Questionsattheendofthelesson(page161)

Lesson2:TheGreatDepressionandWorldWarII-Studentworkbookpages162-169(Day3and4)*BiasLesson

● EnvisionIt!● Introducevocabulary-stock,depression,drought,dictator,internmentcamp● Activereadingofthelesson-pages162-169● Answerquestionsthroughoutthelesson(chart,causeandeffect,write)● GotIt?Questionsattheendoflesson(page169)

38

21C-ChartandGraphingSkills-Studentworkbookpages170-171(Day5)

● Activereadingoflesson(pages170-171)● Completechartonpage170● TryIt!Answerquestionspage171#1-3

Lesson3:The1950sand1960s-Studentworkbookpages172-177(Day6)*BiasLesson

● EnvisionIt!● Introducevocabulary-superpower,communism,veteran,satellite,suburb,segregation,civilrights● Activereadingofthelesson-pages172-177● Answerquestionsthroughoutthelesson(circle,write,fillincompareandcontrast)● Summarizeactivity(page176)● GotIt?Questionsattheendoflesson(page177)



Chapter7-NewJerseyToday

Chapter7Introstudentworkbookpages182-185(Day9)-NewJerseyToday,TheStateHouse

● Bigquestion-Whatshouldbethegoalsandresponsibilitiesofgovernment?-connecttopriorknowledge● MyStoryVideo-introducesvocabularyandkeyconcepts● MyStorySpark

VirtualFieldTrip:NewJerseyHistoryKids;containsvirtualfieldtripoftheTheStateHouseinTrenton(Day10)

● Completequestionsheet,byclickingon#6

Lesson1:AModernEconomy-Studentworkbookpages186-191(Day11)

● EnvisionIt!● Introducevocabulary-consumer,opportunitycost,supply,producer,demand,scarcity,freemarket,capitalism● Activereadingofthelesson-pages186-191● Answerquestionsthroughoutthelesson(map,underline,andcircle)● Summarizeactivity(page189)● GotIt?-Questionsattheendofthelesson(page191)

Lesson2:DemocracyandCitizenship-Studentworkbookpages192-197(Day12)

39

● EnvisionIt!● Introducevocabulary-democraticrepublic,ruleoflaw● Activereadingofthelesson-pages192-197● Answerquestionsthroughoutthelesson(compareandcontrast,underlineandcircle,writeanswers)● GotIt?Questionsattheendoflesson(page197)

21C-CollaborationandCreativitySkills-Studentworkbookpages198-199(Day13)

● Activereadingoflesson(pages198-199)● TryIt!Answerquestionspage199#1-4

Lesson3:GovernmentinNewJerseyandtheNation-Studentworkbookpages200-205(Day14)

● EnvisionIt!● Introducevocabulary-federalsystem,municipality,executivebranch,legislativebranch,judicialbranch● Activereadingofthelesson-pages200-205● Answerquestionsthroughoutthelesson(Chart,graph,andlabel)● Summarizeactivity(page204)● GotIt?Questionsattheendoflesson(page205)

VirtualFieldTrip:HangoutNewJersey/NJGovernmentwebsiteforchildren:HowaBillBecomesALaw/PlaytheBillGame(Day15,16,and17)

● CitizenshipEducation:Createabilltoimprovethecommunity,afterresearchingabillthataffectsourcountry.

● Writingassignment:Supposeanewlawispassedthatgivesmoremoneytoyourschool.Writeaplanforthebestwaytousethemoney.

Lesson4:NewJerseyansToday-Studentworkbookpages206-211(Day18)

● EnvisionIt!● Introducevocabulary-populationdensity,diversity,terrorist● Activereadingofthelesson-pages206-211● Answerquestionsthroughoutthelesson(Write,circle,classify)● GotIt?Questionsattheendoflesson(page211)



40

UnitResources

Texts:

PearsonMyWorldSocialStudiesTeacher’sGuide(pages116-160)

StudentWorktext(pages152-215)

Websites:

● www.myWorldSocialStudies.com(MyStoryVideos) ● www.state.nj.us/state/historykids/NJHistoryKids.htm(Tourofstatehouse) ● www.state.nj.us/hangout-nj/government.html● www.njamistadcurriculum.net● https://nj.gov/education/holocaust/curriculum

Modifications


StudentswithDisabilities/504: ● Pairvisualpromptswithverbalpresentations

41

● Askstudentstorestateinformation,directions,andassignments.● Repetitionandpractice● Modelskills/techniquestobemastered ● Extendedtimetocompleteclasswork ● Provideclassnotes ● Preferentialseatingtobemutuallydeterminedbythestudentandteacher ● Studentmayrequesttouseacomputertocompleteassignments. ● Establishexpectationsforcorrectspellingonassignments. ● Assignapeerhelperintheclasssetting● Provideoralremindersandcheckstudentworkduringindependentworktime ● Assiststudentswithlongandshorttermplanningofassignments ● Encouragestudentstoproofreadassignmentsandtests ● Provideregularparent/schoolcommunication

ELLStudents:

ModificationsforClassroom

InstructionalSupports:

● hands-onmaterials● bilingualdictionaries● visualaids● teachermadeadaptations,outlines,studyguides● CanDoDescriptors

Preparingstudentsforthelesson:

1.BuildingBackgroundInformationthroughbrainstorming,semanticwebbing,useofvisualaidsandothercomprehensionstrategies.

2.SimplifyingLanguageforPresentationbyusingspeechthatisappropriatetostudents’languageproficiencylevel.Avoidjargonandidiomaticspeech.

3.DevelopingContentAreaVocabularythroughtheuseofwordwallsandlabelingclassroomobjects.Studentsencounternewacademicvocabularyinsocialstudies,particularlywhenstudyingthedisciplinesofhistory,civics,economics,andgeography.

4.ConceptDevelopment-Studentswillbelearningaboutrightsandduties,voting,publicissues,revolutions,theenvironment,andmanynewconcepts.Enduringunderstandingrequiresthoroughandcontextualizedstudyofthesesubjectsacrossgradesandcoursesinsocialstudies.

5.GivingDirections-StatedclearlyanddistinctlyanddeliveredinbothwrittenandoralformstoensurethatLEPstudentsunderstandthetask.Inaddition,studentsshouldbeprovidedwith/orhaveaccesstodirectionalwordssuchas:circle,write,draw,cut,underline,etc.

PresentingtheLesson:


42


frameclassroomconversationsonsubjectsofinterestandculturalrelevance.

Modificationsforassignments/homework






● thegoalsofthecontract ● theobligationsofeachpartytothecontract ● thetimeframewithinwhichthetermsofthelearningcontractaretobefulfilled

Flexiblegrouping


JigsawActivities

● Jigsawisastrategythatemphasizescooperativelearningbyprovidingstudentsanopportunitytoactivelyhelpeachotherbuildcomprehension.Usethis

43

techniquetoassignstudentstoreadinggroupscomposedofvaryingskilllevels.Eachgroupmemberisresponsibleforbecomingan"expert"ononesectionoftheassignedmaterialandthen"teaching"ittotheothermembersoftheteam.

GraphicOrganizers

AdvancedDiscussionTechniques

QuestioningStrategies

SOCIAL STUDIES CURRICULUM G...6.1.4.B.1 Compare and contrast information that can be found on...

Documents

Transcript of SOCIAL STUDIES CURRICULUM G...6.1.4.B.1 Compare and contrast information that can be found on...