fairfield public schools social studies curriculum grades k-6 studies/social... · 2018-12-14 · 5...

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Fairfield public schools

Social Studies

Curriculum

Grades k-6

Board approved: December 5, 2017

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Contributors

Essex Fells: Lisa Massaro

Kristin Gann

Laura Brutman

Nicole Cervino

Nina Buonomo

Dorotea Banek

Michelle Barshay

Fairfield:

Katie Prall

Meg Zincone

Daphne Alonso

Carissa Franzi

Andrea Goldsmith

Jennifer Polay

Matthew DeMarco

Tatiana Matyola

Angela Britton

James Verrengia

North

Caldwell: Sarah Root

Tara Newman

Janel Edwards

Meredith Toth

Mike Gesario

Melissa Schlachter

roseland: Jason Giumara

West essex:

Laura Drago

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Table of Contents

Mission..................................................................................................................... 4

Vision ...................................................................................................................... 5

Social Studies in the 21st century ……………………………………….………..………………………6

Pacing Chart............................................................................................................. 7

Curriculum by Grade Level

Kindergarten .......................................................................................................... 15

First Grade............................................................................................................. 27

Second Grade......................................................................................................... 35

Third Grade ........................................................................................................... 49

Fourth Grade.......................................................................................................... 59

Fifth Grade ............................................................................................................. 71

Sixth Grade..............................................................................................................93

21st century life and careers …………………………………………………………………………….…97

Differentiation Strategies ………………………………………………………………………………. 100

Interdisciplinary Connections ……………………………………………………………………..….. 101

Appendix A - Differentiation per grade/unit……………………………………………………. 103

Appendix B – Interdisciplinary Connections…………………………………………………….. 115

Appendix C - Educational Technology……………………………………………………………… 117

Appendix D – Career Ready Practices…………………….……………………………………… 118

Appendix E – 21st Century Life and Careers…………………….……………………………… 119

Appendix F – Holocaust and Amistad Specifics……….……………………………………… 120

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MISSION

Social studies education provides learners with the knowledge, skills, and

perspectives needed to become active, informed citizens and contributing

members of local, state, national, and global communities in the digital age.

Intent and Spirit of the Social Studies Standards

All students receive social studies instruction from Preschool through

grade 12. The challenges of the 21st century are complex, have global

implications, and are connected to people, places, and events of the past. The

study of social studies focuses on deep understanding of concepts that enable

students to think critically and systematically about local, regional, national,

and global issues.

Authentic learning experiences that enable students to apply content

knowledge, develop citizenship skills, and collaborate with students from

around the world prepare New Jersey students for the 21st-century

workplace. The natural integration of technology in social studies education

allows students to overcome geographic borders, apply scientific and

mathematical analysis to historical questions and contemporary issues,

appreciate cultural diversity, and experience events through the examination

of primary sources.

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Vision

An education in social studies fosters a population that:

Is civic minded, globally aware, and socially responsible

Exemplifies fundamental values of American citizenship through active

participation in local and global communities.

Makes informed decisions about local, state, national, and global events

based on inquiry and analysis.

Considers multiple perspectives, values diversity, and promotes cultural

understanding.

Recognizes the implications of an interconnected global economy.

Appreciates the global dynamics between people, places, and resources.

Utilizes emerging technologies to communicate and collaborate on career

and personal matters with citizens of other world regions.

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Social Studies Education in the 21st Century

The digital age has transformed social studies education, allowing 21st-

century learners to transcend the limits of time and place and experience

historic events virtually. By expanding their learning networks through online

collaboration with experts and other students from around the world, New

Jersey social studies students develop an increased depth of understanding

of our global society. At the same time, their understanding of the fundamental

principles and values of American democracy and citizenship provides the

conceptual framework that allows them to make informed decisions about

local, national, and international issues and challenges.

Pages 4-6 retrieved on 11/17/17 from: http://www.state.nj.us/education/aps/cccs/ss/

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Social Studies Curriculum Pacing Chart

The topics listed below outline how the standards are addressed throughout the year.

Months K 1 2 3

September & October

Citizenship Rules, classroom

routine, classroom jobs

Community Workers - Teachers,

Bus Drivers, & Firefighters

Families Characteristics of

oneself and one’s family

Historical Symbols Flag (Pledge of

Allegiance)

Citizenship All about me

Rules, classroom routine, classroom jobs

Good vs bad rules/laws in the school and community

Community Intro of reading a map

Features and places

Workers

Communities Community helpers

Types of Communities

Citizenship

Rules and Laws

Regions/Landforms of the US Climate/Weather

Regions and how they are culturally different

Major cities w/in regions

November & December

Families Characteristics of

oneself and one’s family

Cultural diversity

Respect for other cultures

Community Workers - Farmers,

Mail carriers, and Police

Culture/Traditions awareness and

understanding of

Culture/Traditions awareness and

understanding of cultural diversity and individuality

Common themes among cultural traditions (Thanksgiving, Veterans Day, December Celebrations)

Fair vs Equal

Government Voting

Cultures/Traditions

Thanksgiving

Needs vs Wants

Holidays

Veteran’s Day

Completion of regions Cultural Diversity/Family Traditions

Family roles and traditions vs. adopting new cultural practices

Diversity & Respect

How culture is expressed through and influenced by the behaviors of people

Stereotyping and prejudice

Holidays and symbols that shape American identity

How experiences are interpreted differently by

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cultural diversity and individuality

Common themes among cultural traditions

Human Rights Martin Luther King Jr.

Prejudice and stereotyping (Amistad)

Holiday Symbols

Understanding difference between fair and equal

Needs vs Wants

Martin Luther King Jr.-responses to violations of fundamental rights

different cultures and perspectives

**Begin Economics in January

February, March, & April

Community Workers - Dentist,

Mayor, and Sanitation worker

Human Rights Prejudice and

stereotyping (Amistad)

Presidents

Historical contributions and leadership qualities of George Washington and Abraham Lincoln

Historical Symbols Washington

monument, Lincoln memorial, and The White House

Diversity Stereotyping and

prejudice- Black History Month, Women in History Month

Identify actions that are unfair or discriminatory and propose solutions

Amistad Presidents

Historical contributions and leadership qualities

Equality/Fairness/Common Good (Jan., Feb., March)

Amistad

Martin Luther King Jr.

Needs vs Wants

Black History Month

Women’s History Month

Prejudices and Stereotyping

Economics: Wants/Needs

Opportunity cost/scarcity

Supply & Demand

Producers & Consumers

Global Markets

Goods & Services

Savings/Debt/Investments and long term goals within a community

April, May, & June Community Workers - Nurse &

Lifeguards (summer safety)

Historical Symbols Statue of liberty, flag,

eagle, etc.

America in the World

Map Skills (April) Me on the Map

50 States Earth Day (April)

Recycling

US Government: Understanding why and

how rules are created for classroom, local, state and national government

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Historical Symbols Statue of liberty, flag

(Flag Day), eagle, etc.

Compare/Contrast US and other nations

Describe how the world is divided into many nations with their own languages & customs

Holidays (May-June) Cinco de Mayo

Memorial Day

Flag Day

How our national laws protect the rights of citizens

Bill of Rights

Constitution

Fairness, Equality and the Common Good - how all of these have changed over time

Branches of Government (intro)

State and National Government share power

Civil Rights, Human Rights, MLK

Months 4 5 6

September & October

Map Skills Use of maps analysis of

cultural diffusion and economic interdependence

Digital Tools for Measurement

Landforms, climate, weather impact on life

Themes of Geography Native Americans

How does the environment shape how we live?

Compare and contrast Native American cultures

Migration, settlement, and environment of Native American groups

Age of Exploration

Why do people explore? What led to the exploration of new

water and land routes.

Five Themes of Geography and map skills Primary and Secondary Sources:

Differentiate and analyze primary and secondary sources to gain various perspectives.

Archaeology:

Examine artifacts that show about early humans.

Culture:

Identify the elements that make up a culture.

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The impact of science, religion, and technology innovations on European exploration.

The role of trade during this period. Cultural transformation The Columbian Exchange between

Europe, Africa, and the Americas. Analyze the power struggle among

European countries. The search for natural resources

and the conflict and cooperation among European colonists and Native American groups in the New World.

Assess how conflicts and alliances among European countries and Native American groups impacted the expansion of the American colonies.

Examine the relationship between culture and geography.

Draw conclusions about the connections among religion, ethics, technology, and culture.

November, December, & January

Government Constitution and Bill of

Rights Law Development - National

and Local Checks and Balances 3 Branches

____________________________ Civics and Human Rights

Citizenship

Settlements Take Root Why do people leave their

homelands? Factors that impacted emigration

and settlement patterns, such as political and economic problems/opportunities and religious freedom.

Consequences of colonization (explain how interactions among African, European, and Native

Hunter-Gatherer Societies: Examine skills that helped hunter-

gatherer societies survive. Analyze features of early humans

on the Stone Age. Evaluate how cave paintings

portrayed lifestyles.

Paleolithic Age and Neolithic Age:

Analyze how domesticating plants and animals changed human life.

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Civil Leaders and Social Activism

Immigration Process, Trends, Voluntary vs. Involuntary

Diversity and Collaboration Foreign Relations Community Action and

Policy

American groups began a cultural transformation).

Life in the Colonies

What does it take to build a new society?

Examine the roles of religious freedom and participatory government in various North American colonies.

Demographics (i.e., race, gender, and economic status) and social, economic, and political opportunities in the colonies.

Factors that impacted emigration, settlement patterns, and regional identities of the colonies opportunities during the Colonial era.

Slavery and indentured servitude in Colonial labor systems.

Voluntary and involuntary migratory experiences of different groups of people.

The impact of triangular trade on multiple nations and groups.

Mercantilism and its impact on the economies of the colonies and European countries.

Examine how agriculture led to permanent settlements and specialized roles.

Identify common features of all early civilizations.

Mesopotamia:

Examine how geography shaped civilization.

Compare and contrast Sumer and Babylon.

Analyze Hammurabi’s Code to identify the purpose of various laws.

Examine how Assyrians and Persians created and governed vast empires.

Analyze how Phoenicians spread Mesopotamian civilization through ocean trade.

Ancient Egypt:

Examine how geography influenced the Egyptian civilization

Identify the responsibilities of the pharaohs and their impact on the ancient Egyptians.

Explain why trade was important to Egypt’s economy.

Examine the process of mummification and explain its significance in Egyptian society.

Analyze the Egyptian accomplishments in math,

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science, art, architecture, and literature.

Judaism and the Jewish People:

Examine the story of Abraham and Moses and how the Israelite belief in one God became Judaism.

Analyze the importance of law and learning in Judaism.

Explain how the Diaspora occurred and where Jews have lived.

February, March, & April

New Jersey

Use and Distribution of Land Cities and Cultural

Differences Regions of NJ Role of Livingston Revolution Landmarks Famous NJ People

Fiction/Nonfiction ___________________________ Native Americans

Impact of Colonization Lenni Lenape Regions Cultural Progression and

Conflicts

The American Revolution What’s worth fighting for? The Seven Years War and changes

in British policies, and responses by various groups and individuals in the North American colonies.

Taxes and government regulation, and the relations between Britain and its North American colonies.

Why the Declaration of Independence was written.

Examine the ideals found in the Declaration of Independence.

Prominent individuals and other nations contributed to the causes, execution, and outcomes of the American Revolution.

The impact of George Washington. Examine the roles and perspectives

of various socioeconomic groups and determine how these groups were impacted by the war.

Ancient India: Examine how geography

influenced the Indian subcontinent.

Compare and contrast Mohenjo-Daro and Harappa.

Analyze the caste system and how it affected society.

Examine the Vedic Age and how the Vedas provide information about Aryan life.

Compare and contrast the major components of Hinduism and Buddhism.

Ancient China:

Describe how geography makes it a diverse country.

Compare and contrast the Shang, Zhou, Qin, and Han dynasties and their accomplishments.

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Explain why New Jersey’s location played an integral role in the American Revolution.

The impact of geography on the execution and outcome of the American Revolutionary War.

Analyze how the Treaty of Paris affected United States relations with Native Americans and with European powers that had territories in North America.

Explain how Confucianism and Daoism influenced Chinese culture.

Analyze the importance of Shi Huangdi and his impact on the Chinese civilization.

April, May, & June

Industrial Revolution

Needs/Wants, Opportunity Cost, Scarcity

Inventions and Inventors NJ and National

Transportation and Communication

A New Nation What is the purpose of

government? Evaluate the effectiveness of the

fundamental principles of the Constitution in establishing a federal government that allows for growth and change over time.

Determine the role that compromise played in the creation and adoption of the Constitution and Bill of Rights.

The geography of the United States and the debate on representation in Congress and federalism (the New Jersey and Virginia plans).

Evaluate the Constitution and Bill of Rights.

Compare and contrast the Articles of Confederation and the United States Constitution.

Greco-Roman: Identify the major legacies of

ancient Greece and Rome. Explain how Greece’s and Rome’s

geography affected the lives of their people.

Compare and contrast the governments of Greece and Rome with modern America.

Explain how Alexander the Great expanded the empire and spread Greek culture.

Discuss the impact of Julius Caesar.

Explain how Christianity spread throughout the Roman empire.

Explain the connections between Christianity and Judaism.

Explain how the Byzantine Empire was related to the Roman Empire.

Islam:

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The Nation Grows EQ: How do leaders shape a

nation? Manifest Destiny. Louisiana Purchase. Map territorial expansion and

settlement, as well as the locations of conflicts with and resettlement of Native Americans.

Explain the changes in America’s relationships with other nations by analyzing policies, treaties, tariffs, and agreements.

Expansion of voting rights during the Jacksonian period.

The growing resistance to slavery and New Jersey’s role in the Underground Railroad.

Emancipation Proclamation and the Gettysburg Address continue to impact American life.

List the major beliefs and roots of Islam.

Explain how the spread of Islam affected Southwest Asia.

Explain how the spread of Islam gave rise to the Islamic world.

Middle Ages: Compare and contrast the Magna

Carta with the Bill of Rights. Analyze how feudalism and

manorialism brought social and economic order to Europe.

Examine how monasteries and religious orders helped spread Christianity.

Analyze the reasons for the Crusades of the Middle Ages.

Renaissance: Examine how people’s thinking

changed during the Renaissance. Analyze how the changes that

took place during the Renaissance broke down feudal order.

Explain how classical thought inspired the new learning of the Renaissance.

Evaluate the changes in subject and style that made Renaissance art differ from Medieval art.

Examine how Renaissance art and architecture shaped Western ideas of beauty.

Research the names and works of major Renaissance artists and writers.

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Social Studies

Grade: Kindergarten Unit Strand: Citizenship- Me and My World

Time Frame: September

Summary: Demonstrates an understanding of rules by following classroom routines, jobs, and how to

work with others.

Texts: Me and My World, Let’s Find Out

Assessments

Formal:

1. Unit Assessment

2. Performance Based: draw or write about their

home

Informal:

● Teacher observations

● Class discussions

● Class participation

● Classwork

Goals & Results

Overarching Goals/ Enduring Understandings:

Learners will . . .

● Understand why we need rules,

● Identify sources of responsibilities

● Consider how to share

● Rewards and consequences of making

decisions

● Understand the difference a good choice vs a

poor choice

Essential Questions:

What makes a good student or friend?

What is a good choice vs a poor choice?

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Activities & Standards

Suggested Activities

● No David read aloud- create poster of what

makes a good student

● Positive classroom rules chart

● Mr. Potato Head for positive classroom

behavior (1 week at a time)

● Create class job chart and model

Related Standards Covered:

6.1.P.A.1

6.1.P.A.2

6.1.P.A.3

6.3.4.A.1

6.3.4.D.1

Resources & Strategies

Suggested Resources and Technology:

www.BrainpopJr.com

https://www.youtube.com/watch?v=5XTb_Vi2VFU

Instructional Strategies / Opportunities to differentiate

and accommodate for all learners:

Leveled readers of topics

Pairing/Grouping

Environment of where they are working

http://www.brainpopjr.com/

https://www.youtube.com/watch?v=5XTb_Vi2VFU

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Social Studies

Grade: Kindergarten Unit Strand: Community and Community Workers

Time Frame: December and March

Summary: Demonstrates an understanding that everyone is part of a larger neighborhood and community.

Texts: Me and My World, Let’s Find Out, Kids Discover “Neighborhood and workers”

Assessments

Formal:

1. Unit Assessment

2. Performance Based

Informal:




● Classwork

Goals & Results


Learners will . . .

● Identify, discuss, and role play the duties of a

range of community workers

Essential Questions: Who are our leaders within our

community?



● Community helper of the month

Sept. Teacher, bus driver

October- firefighter

November-farmers


6.1.P.B.2

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December-mail carriers

January-police

February-dentist

March-mayor

April- sanitary workers

May-nurse

June-lifeguard

● Invite community workers into the

classroom to discuss their roles in the

community

● Read alouds



www.BrainpopJr.com




Pairing/Grouping



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Social Studies

Grade: Kindergarten Unit Strand: Families

Time Frame: November

Summary: Demonstrate an understanding of characteristics of oneself and one’s family

Texts: Me and My World, Let’s Find Out, Kids Discover “Jobs”

Assessments

Formal:

1. Unit Assessment

2. Performance Based: draw and/or label their

family

Informal:




● Classwork

Goals & Results


Learners will . . .

● Understand the dynamics of family

What is a family?

Who am I in my family?

Why is your family important to you?

● Appreciate differences among people

How are families alike and how are they different

from each other?


● What is my personal history and how does it

influence who I am?

● How does my culture and history, and that of

my family affect what I think and do?

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● All about me book or poster

● Star Student/Top Banana (empowering

writers)

● Family house/ Family tree


6.1.P.D.1

6.1.P.D.3

6.1.P.D.4



www.BrainpopJr.com




Pairing/Grouping



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Social Studies

Grade: Kindergarten Unit Strand: Historical Symbols/Presidents

Time Frame: October and February

Summary: Demonstrate an understanding of historical symbols and holidays and how they affect the

American identity and identify historical leaders

Texts: Me and My World, Let’s Find Out, Kids Discover magazine “Past and Present”

Assessments

Formal:

1. Unit Assessment

2. Performance Based:

Informal:




● Classwork

Goals & Results


Learners will . . .

● Identify American symbols

● Identify holiday symbols

● Identify historical leaders (George

Washington and Abraham Lincoln


What symbols represent my country?

What symbols represent my holiday?

What Leaders contributed to the development of the

U.S. government?



● Read alouds

● Practice the Pledge of Allegiance

● Flag Day craft


6.1.4.D.17

6.1.4.D.6

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● Create crafts for various holidays

(Washington, Lincoln)

● Identify symbols on coins and bills



www.BrainpopJr.com




Pairing/Grouping



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Social Studies

Grade: Kindergarten Unit Strand: Cultures/Traditions/Holidays

Time Frame: November-April

Summary: Demonstrate an understanding of cultural diversity and individuality

Texts: Me and My World, Let’s Find Out

Assessments

Formal:

1. Unit Assessment


Informal:




● Classwork

Goals & Results


Learners will . . .

● Gain an understanding of cultural identity

How and why are certain holidays are celebrated

● Compare and contrast needs vs wants


How do you make choices? (Needs vs. Wants)

Why might one person celebrate different

things/holidays?



● Discuss needs vs wants while discussing the

traditions of holiday gift giving (Let’s Find

Out)

● Invite families to share their holiday

traditions


6.1.4.C.2

6.1.4.D.18

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www.BrainpopJr.com




Pairing/Grouping



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Social Studies

Grade: Kindergarten Unit Strand: Human Rights

Time Frame: January-February

Summary: Demonstrate an understanding the actions of Dr. Martin Luther King Jr. and other civil rights

leaders served as a catalysts for social change.

Texts: Me and My World, Let’s Find Out, Kids Discover “Past and Present”

Assessments

Formal:

1. Unit Assessment


Informal:




● Classwork

Goals & Results


Learners will . . .

● Gain an understanding of unfair treatment

towards others

● Understand the difference between fair and

equal

● Gain understanding of prejudice and

stereotyping (Amistad)


How are we alike?

How are we different?

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● Read alouds-

● Demonstrate how prejudice affected people

● Egg activity -brown egg and white egg

discuss that we are different on the outside

but the same in the inside


6.1.4.A.10

6.1.4.D.16



www.BrainpopJr.com




Pairing/Grouping



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Social Studies

Grade: 1 Unit Strands: Citizenship and the Community

Time Frame: September & October

Summary: Citizenship begins with becoming a contributing member of the classroom community.

Texts: Kids Discover “Rules and Laws” and “Community Workers”

Assessments

Formal:

1. Unit Assessment


Completion of creating a map, including community features

Student page in class book “What We Can Be When We Grow Up”

Completion of Family Flag

Informal:

Teacher observations

Class discussions

Class participation

Classwork

Goals & Results


Learners will . . .

Describe characteristics of one’s self, family, and peers

Demonstrate understanding of rules, individual responsibilities,

and appropriate behavior within a classroom community

Identify and discuss physical features on a map of a community

Identify and discuss the contribution of community workers


What makes a good citizen?

What are the components of a

community? (people and places)

How do I fit into my community?



All About Me Bag

Family Flag

Hopes and Dreams lesson (development of classroom rules)

Brainpop of Reading a Map (creating a community map)

Brainpop of Community Helpers

Creation of Class Book of what they want to be when they grow

up


6.1.P.A.1, 6.1.P.A.2, 6.1.P.A.3,

6.1.P.B.1, 6.1.P.B.2

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Brainpop jr

See activity sheet

Instructional Strategies / Opportunities to differentiate and

accommodate for all learners:


Pairing/Grouping


https://docs.google.com/document/d/1diLmz3hI69wdybd1-osmuh6YvzLeakkYGcWheBDUERs/edit?ts=59fc84f6

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Social Studies

Grade: 1 Unit Strand: Culture/Traditions

Time Frame: November-January

Fair vs Equal

Summary: Individuals and families have unique characteristics.

Texts: Mine!, It’s Not Fair!, I am Martin Luther King Jr (Ordinary People Series or anyone you

prefer) Kids Discover “Holidays”

Assessments

Formal:

1. Unit Assessment


Holiday Writing (traditions)

Solution to Fairness picture

“I have a dream…” paper

Needs and Wants sort

Informal:


Class discussions

Class participation

Classwork

Goals & Results


Learners will . . .

Learn about holidays that are celebrated in

the classroom and around the world.

Distinguish the difference between fair and

equal

Identify how MLK Jr. fought for equal

rights

Compare/contrast needs and wants


How are holidays celebrated in other cultures?

What are traditions associated with specific

holidays?

What is the difference between fair and equal?

How did MLK Jr. stand up against

discrimination?

What is the difference between needs and

wants?

30



Holiday Writing

Difference between Fairness and Equality

Book and Picture Prompt

Martin Luther King Book and I Have a

Dream response sheet

Needs vs Wants Sort


6.1.P.D.3, 6.1.P.D.4, 6.1.4.A.3, 6.1.4.C.1 6.1.4.A.9,

6.1.4.A.10



www.brainpopjr.com (December holidays,

needs and wants, MLK Jr.)

Mine!

It’s Not Fair!

I am Martin Luther King, Jr.

See activity sheet




Pairing/Grouping




31

Social Studies

Grade: 1 Unit Strand: Diversity

Time Frame: February-April

Presidents

Summary: Prejudice and discrimination can be obstacles to understanding other cultures.

Key historical individuals led to the development of our nation.

Texts: Biographies (Rosa Parks, George Washington, Abraham Lincoln), Amistad text of choice (see

state recommendations) Kids Discover book “Leaders and Government”

Assessments

Formal:

1. Unit Assessment


Rosa Parks timeline

Venn Diagram- George Washington

and Abraham Lincoln

If I Were President...writing

Informal:


Class discussions

Class participation

Classwork

Goals & Results


Learners will . . .

Identify actions that are unfair or

discriminatory (prejudice) and propose

solutions to help

Describe the historical contributions and

leadership qualities of presidents (ex.

Washington, Lincoln)


How do stereotyping and discrimination lead

to conflict?

How did the contribution of George

Washington and Abraham Lincoln shape

American history?

32



Rosa Parks timeline

Venn Diagram of Presidents

President Writing


6.1.4.A.9, 6.1.4.D.6, 6.1.4.D.16, 6.3.4.D.1



Brainpop jr

Book of choice about Rosa Parks, George

Washington, Abe Lincoln, etc.

See activity sheet

Instructional Strategies / Opportunities to

differentiate and accommodate for all learners:


Pairing/Grouping



33

Social Studies

Grade: 1 Unit Strand: Historical Symbols

Time Frame: April-June

America in the World

Summary: Explore historical symbols and the ideas and events they represent play a role in understanding

and evaluating our history. The world is comprised of nations that are similar and different

from the United States.

Texts: Really Good Stuff American Symbols series, A Ticket Around the World by Natalia Diaz.

Kids Discover “US Symbols”

Assessments

Formal:

1. Unit Assessment


Statue of Liberty watercolor

White House non-fiction writing

Corresponding worksheets

A Ticket Around the World follow up writing

Informal:


Class discussions

Class participation

Classwork

Goals & Results


Learners will . . .

Identify American historical symbols,

monuments, and holidays

Compare and contrast US to other nations


What role do our American symbols play in our

history?

How is the United States like other nations? How is

it different?

34



Create a portrait of the Statue of Liberty and

paint it with watercolor

Learn about the White House and write an

expository piece

Choose one country from A Ticket Around the

World and write about ways it is the same and

ways it is different from the United States.


6.1.4.A.14, 6.1.4.D.17



Brainpop jr-US Symbols

Book of choice about American Symbols

A Ticket Around the World

See activity sheet




Pairing/Grouping



35

Social Studies

Grade: 2 Unit 1

Time Frame: October - November

Summary: : Community, Citizenship, Rules and Laws

Texts: The Little House by Virginia Lee Burton, Come Over to My House by Theodore Geisel, City

Mouse Country Mouse. Kids Discover “Communities and Resources”

Assessments

Formal:

1. Unit Assessment


Community brochure

Community helper assessment

Informal:


Class discussions

Class participation

Classwork

Goals & Results


Learners will . . .

Demonstrate an understanding of rules through

classroom routines, initiating simple classroom

tasks and jobs and demonstrating appropriate

behavior

Explain how rules and laws are created by

communities to help resolve conflicts and

promote the common good

Develop an awareness of physical features of a

community

Identify and discuss the duties or

responsibilities of community workers


What do you do to get along with others?

What does cooperate mean?

How are you a good citizen at school?

How do rules help us in a community?

What do communities look like?

How does your community operate?

36



Community helper writing activity (choice of

community worker, description of

job/responsibility/who they service, tools (TPT)

Opinion writing, choosing best community and

why

Brochure project - rural, urban, suburban


6.1.P.B.1

6.1.P.B.2

6.1.P.A.1

6.1.P.A.2

6.1.P.A.3

6.1.4.A.1



Community Brochure Rubric

Community Brochure Example

Community Helper Vocab Cards




Pairing/Grouping

Content of the brochure based upon ability

levels


https://drive.google.com/open?id=1Q1TpfskI8Ox4Pe0Av8Swzbb4_UnXMrvtdyuOKOmRRHU

https://drive.google.com/open?id=0BwHbao-rccslUmZUTmthZHlNTjlDY2U5VEI0T0VHVHJEUVhj

https://drive.google.com/open?id=0BwHbao-rccslM2hTdTdrMFIxZFU

37

Social Studies

Grade: 2 Unit 2

Time Frame: September - October

Summary: Government, Immigration to NJ, Thanksgiving

Texts: Duck for President by Doreen Cronin

The Wall by Eve Bunting

Kids Discover “Leaders and Government” “Location in North America”

Assessments

Formal:

1. Unit Assessment


Informal:


Class discussions

Class participation

Classwork

Goals & Results


Learners will . . .

Compare and contrast government functions at the

community level

Begin to understand that the world is divided into many

nations that have their own government, customs,

language and laws

Summarize reasons why various groups immigrated to

America and describe challenges encountered

Understand the sacrifices made by veterans and their

families


What do government workers do?

How is voting used?

What is a country?

How are our customs the same and

different from others around the

world?

What is freedom?

How and why do we honor veterans?



Read alouds, Sarah Morton’s Day, Samuel Eaton’s Day

(compare pilgrims’ days to modern kids’ days)

Voting

Wampanoag tribe brochure/graphic organizer

describing clothing, homes, food and seasons


6.1.4.A.8

6.1.4.A.14

6.1.4.D.2

38



The Wall by Eve Bunting -

https://www.youtube.com/watch?v=5k3mFMvzCYc




Pairing/Grouping

Content of the brochure based upon

ability levels



39

Social Studies

Grade: 2 Unit 3

Time Frame: December

Summary: Needs and Wants, Traditions, Diversity

Texts: Too Many Toys by David Shannon

Kids Discover “Why People Work” “A World of Culture”

Assessments

Formal:

1. Unit Assessment


Posters/collages of needs and wants

Informal:


Class discussions

Class participation

Classwork

Goals & Results


Learners will . . .

Demonstrate an understanding of family roles

and traditions

Distinguish between needs and wants


What do you need to survive?

What is something you want, and how is it

different from a need?

How and what do people celebrate around the

world?



Holidays around the world packet

Guest speakers from various cultures

Collage or posters of needs and wants from

magazines


6.1.P.D.2

6.1.4.C.2

6.1.P.D.3

6.1.P.D.4

6.1.4.D.18

40



Too Many Toys by David Shannon -

https://www.youtube.com/watch?v=aOpGGfEI94g




Pairing/Grouping

Content of the collage/poster based upon

ability levels


https://www.youtube.com/watch?v=aOpGGfEI94g

41

Social Studies

Grade: 2 Unit 4

Time Frame: January/February/March

Summary: Equality, Fairness and the Common Good, Amistad

Texts: A Weed is a Flower by Aliki, Ruby Bridges

Kids Discover magazines “America’s Beginnings” “Heroes”

Assessments

Formal:

1. Unit Assessment

2. Performance Based: Opinion Writing

Informal:


Class discussions

Class participation

Classwork

Goals & Results


Learners will . . .

Compare and contrast responses of individuals and groups,

past and present, to violations of fundamental rights

(Fairness, human and civil rights)

Describe the civic leadership qualities and historical

contributions of George Washington (and Abraham

Lincoln) and Martin Luther King Jr.

Describe the struggles and contributions of women in

history

Understand the relevance of Amistad and its importance in

history

Describe how the actions of Dr. MLK Jr. and other civil

rights leaders served as a catalyst or social change and

inspired social activism in subsequent generations

Describe how stereotyping and prejudice can lead to

conflict using examples from past and present


What are civil rights?

What is equality

How did George Washington

and other leaders impact change

in our country?

How and why did slavery end,

and what were the effects on our

country?

42



Compare and contrast MLK, Ruby Bridges and George

Washington Carver

Describe character traits of each

Opinion writing: Who had the greatest impact on our

country and why?

Ruby Bridges movie

Amistad read aloud and discussion

Women’s history written and oral report


6.1.4.A.9

6.1.4.A.10

6.1.4.D.6

6.1.4.A.3

6.1.4.D.16

6.3.4.D.1



A Weed is a Flower by Aliki -

https://www.youtube.com/watch?v=7Gr0rTloGwI

MLK, Rosa Parks, Harriet Tubman, George Washington

Carver, Jackie Robinson - Brainpop

Black History Graphic Organizers

Black History Month Mini Fact Cards

Women In History Rubric

Ruby Bridges Flipbook

Instructional Strategies / Opportunities

to differentiate and accommodate for

all learners:


Pairing/Grouping

Content of the opinion writing

piece based upon ability levels

Environment of where they are

working

https://www.youtube.com/watch?v=7Gr0rTloGwI

https://drive.google.com/open?id=0BwHbao-rccslbU5pQkVoUmtacTA

https://drive.google.com/open?id=0BwHbao-rccslaldTYWk4Q3BEMVE

https://drive.google.com/open?id=1_eruBcwyELL1Cq8i62gi2ByoMoLoMBp_2LNVrUnFLqw

https://drive.google.com/open?id=0BwHbao-rccslaXgyM05RZVRNbG8

43

Social Studies

Grade: 2 Unit 5

Time Frame: April

Summary: Map Skills, Earth Day, 50 States

Texts: Me on the Map by Joan Sweeney

Flat Stanley by Jeff Brown

Kids Discover “Location – North America” “Community Resources”

Assessments

Formal:

1. Unit Assessment


Recitation of 50 Nifty United States

Supplemental: State Report/Poster Project (Really

Good Stuff)

Informal:


Class discussions

Class participation

Classwork

Goals & Results


Learners will . . .

Compare and Contrast information that can be found on

different types of maps and determine how the information

may be useful

Determine what makes a good rule or law and apply this

understanding to rules and laws in your community

(recycling)


Why is recycling important?

How can you help the earth?

How and when do we use maps?



Read Me on the Map flip book

50 Nifty

Flat Stanley read aloud and letter writing

Various writing activities

Scholastic News & Brainpop


6.1.4.B.1

6.3.4.A.1

44



Reduce, Reuse, Recycling - Brainpop Jr

Reading Maps - Brainpop Jr.

States Poster

Scrambled United States of America

https://www.youtube.com/watch?v=jxI9V_

LODRM&disable_polymer=true

50 nifty United States

https://www.youtube.com/watch?v=WhDrGnjacvA




Pairing/Grouping

Content of the poster based upon ability

levels


working

https://www.youtube.com/watch?v=jxI9V_LODRM&disable_polymer=true

https://www.youtube.com/watch?v=jxI9V_LODRM&disable_polymer=true

https://www.youtube.com/watch?v=WhDrGnjacvA

45

Social Studies

Grade: 2 Unit 6

Time Frame: May

Summary: Memorial Day, Cinco De Mayo

Texts: Articles, Scholastic News. Kids Discover “A World of Culture”

Assessments

Formal:

Unit Assessment from Scholastic

Performance Based

Informal:


Class discussions

Class participation

Classwork

Goals & Results


Learners will . . .

Understand the importance of our military

Describe ways people honor fallen soldiers

Explain the role of historical symbols,

monuments and holidays and how they affect

the American identity

Understand the importance of Cinco De Mayo


What sacrifices are made by members of our

military and their families?

How do we honor fallen soldiers?

How and why do we celebrate Memorial

Day?

How and why do we celebrate Cinco De

Mayo?



Brainpop

Read alouds

Scholastic News articles


6.1.4.D.17

46



Mexico (Cinco de Mayo) - Brainpop Jr.

The Wall by Eve Bunting -





Pairing/Grouping


working


47

Social Studies

Grade: 2 Unit 7

Time Frame: June

Summary: Flag Day

Texts: Articles, Scholastic News. Kids Discover “America’s Beginnings”

Assessments

Formal:

1. Unit Assessment from Scholastic


Informal:


Class discussions

Class participation

Classwork

Goals & Results


Learners will . . .

Understand how the US Flag has changed

Describe ways to honor, fly and store the

American flag

Identify symbols of the United States


Why do we say the Pledge of Allegiance?

What do the stars and stripes on the flag

represent?



Brainpop

Scholastic News


6.1.4.D.17

48



U.S. Symbols and Statue of Liberty -

Brainpop Jr.




Pairing/Grouping


49

Social Studies Unit 1

Grade: 3 Unit Strand: Landforms/Climate/Weather

Time Frame: Sept/Oct

Summary: SWBAT demonstrate proficiency in all levels of Bloom's Taxonomy in the topics of

Landforms, Climate and Weather at the 3rd Grade Level.

Texts:

What Are the US Regions? (Little World Social Studies) by Maureen Picard Robins

The Journey of Oliver K. Woodman by Daisy Pattison

How to Make a Cherry Pie and See the USA by Marjorie Priceman

My World “Our Environment” “Celebrating Communities”

Assessments

Formal:

Unit Assessment

Paper based test

Performance Based:

Poster Presentation/Powerpoint/Buncee

Informal:


Class discussions

Class participation

Classwork

Goals & Results


Learners will . . .

Identify and describe physical features such as

landforms and bodies of water.

Locate physical features on a map or globe

Understand that regions have similar physical and

cultural characteristics

Identify and compare characteristics of different

regions

Locate different regions on a map or globe

Describe state and community specific regions and

physical features of significance

Recognize that weather and climate vary from place to

place

Identify and describe how weather and climate affect

how and where people, plants, and animals live


- How do we interact with our planet?

- How does a region's landforms impact the

cultural and economic development of that

region?

- How does climate and weather affect

where people, animals, and plants live, and

the goods/resources available in that region?

50

Recognize that regions can be characterized by

availability and use of resources

Understand that people use resources in different ways

and explain how humans’ use of resources affects

people, plants, animals, and the environment

Identify various environmental concerns related to the

use of resources



Maps:

- Demographic, Topographic, Regions of the U.S.,

World Map, Resources, Elevation

Landforms: - Mountains, Hills, Valleys, Canyons, Plateaus,

Peninsula, Glaciers, Deserts, Shorelines,

Plains/Grasslands, Tundra, Volcanoes

Weather: - air, atmosphere, vegetation

Bodies of Water: - Lakes, Rivers, Streams, Basins, Sea, Ocean, Ridges

Physical Features: - Slope & Elevation

Vocabulary: - Topography

Regions: (Identify what each region is known for) - The West, The Midwest, The Northeast, The

Southeast, The Southwest

Major Cities: - New York, Dallas, Chicago, Miami, Los Angeles

Activity: Split the class into regions. Have each group create

an amusement park featuring the region which includes:

monuments, national parks, resources, major cities, etc.


6.1.4.B.4

6.1.P.B.1

6.1.4.B.6

6.1.4.B.10



http://forums.atozteacherstuff.com/index.php?threads/picture-

books-that-correlate-with-the-regions-of-the-united-

states.70009/

Powerpoint/Buncee

http://regions.mrdonn.org/usa.html

http://www.myshoestringlife.com/2013/07/teaching-regions-

of-united-states.html

www.raz-kids.com various books

Instructional Strategies /

Opportunities to differentiate and


Modified tests

Visuals

Partner based work with

high/med/low students

http://forums.atozteacherstuff.com/index.php?threads/picture-books-that-correlate-with-the-regions-of-the-united-states.70009/



http://regions.mrdonn.org/usa.html

http://www.myshoestringlife.com/2013/07/teaching-regions-of-united-states.html

http://www.myshoestringlife.com/2013/07/teaching-regions-of-united-states.html

http://www.raz-kids.com/

51


Grade: 3 Unit Strand: Cultural Diversity/Family Traditions

Time Frame: Nov-Dec

Summary: SWBAT demonstrate proficiency in all levels of Bloom's Taxonomy in the topics of Cultural

Diversity/Family Traditions at the 3rd Grade Level.

Texts: Same, Same But Different by Jenny Sue Kostecki-Shaw

The Sandwich Swap by Rania Al Abdullah

If the World Were a Village: A Book About the World’s People by David J. Smith

Let’s Talk About Race by Julius Lester

Pepita Talks Twice by Ofelia Dumas Lachtman

Assessments

Formal:

Unit Assessment

Performance Based:

Box Presentation focus on Different Traditions (Holiday)

Informal:


Class discussions

Class participation

Classwork

Goals & Results


Learners will . . .

Establish meaning

Make meaningful connections to personal experiences

Utilize prior knowledge to gain understanding

Identify the cultures that settled in North America

Identify the Regions of North America

Recognize that cultures change when families move and

bring different customs and traditions with them

Explain how climate affects people's way of life

Understand that culture can be communicated through

stories, art, and music


- How is culture shared?

- How does our cultural perspective shape

how we view the world?

52

Explain the cultural values and significance of

characters portrayed through the arts

Compare and contrast the arts around the world

Identify and compare celebrations around the world

Identify the specific people associated with holidays and

cultural celebrations

Understand that celebrations represent cultural values

Describe how many different cultures have contributed

to and shaped communities in the regions of the United

States

Use a circle graph to identify the diverse ethnic to

identify the ethnic population distribution in the United

States



People and Cultures: - Cultural region, Recreation, Arts, Anthem

Culture Through the Arts: - Oral historics, Folktale, Hero, Symbol

Cultural Celebrations: - Landmarks & Monuments, Harvest

Nation's Diversity: - Diversity, Ancestors

- Tolerance, Respect

- Sterotyping, Prejudice


6.1.P.D.2

6.1.P.D.3

6.1.P.D.4

6.1.P.D.5

6.1.4.D.15

6.1.4.D.16

6.1.4.D.17

6.1.4.D.18

6.1.4.D.19

6.1.4.D.20






Modified performance based project

Visuals

Adjust vocabulary requirements based on

ability

Partner based work with high/med/low students


53


Grade: 3 Unit Strand: Economics & Equality/Fairness/Common Good

Time Frame Jan-Mar


Economics & Equality/Fairness/Common Good at the 3rd Grade Level.

Texts: Money Madness by David Adler

Striker Jones: Elementary Economics for Elementary Detectives by Maggie Larche

An Orange in January by Dianna Aston

The Hard Times Jar by Ethel Footman Smothers

My World “Economics” “Civic Engagement”

Assessments

Formal:

Unit Assessment

Paper Based Test - Economics & Equality/Fairness/Common

Good Test

Performance Based

Spending Project (Keep track of spending for the week - Budget

for the week - Identify Savings, Amount of interest, etc)

Wants & Needs Project

Idea #1: What would a family need and want if they moved to NJ. SW

cut out pictures to display visually. For example: needs: fridge, stove,

etc. Wants: large screen tv, etc.

Idea #2: Each student brings in pictures of things they think they want

or need. Students then sort the items into two categories wants and

needs to create a visual example of wants/needs.

Informal:


Class discussions

Class participation

Classwork

Goals & Results


Learners will . . .

Establish meaning



Distinguish between needs and wants and give examples of

each


-What are some of the things you

need to live?

-What are things people do to get

the things the need?

54

Recognize that not all wants can be satisfied

Distinguish between scarcity and abundance

Recognize that people make choices when there is scarcity

Understand that the opportunity cost of an item is what we give

up when we choose one thing over another

Analyze why and how people make choices

Recognize that personal needs and wants are connected to the

needs and wants of local and world communities

Distinguish between producers and consumers

Distinguish between goods and services and give examples of

each

Recognize that producers and consumers work together to drive

the economy

Distinguish among natural, human, and capital resources

Understand that producers must have resources in order to

produce goods

Describe how businesses can make a profit by using their

resources wisely

Explain how people can be both producers and consumers and

how this concept drives the whole economy

Analyze how consumers and producers exchange goods and

services

Describe buyers´ contributions to the economy

Recognize that people can trade or barter to exchange goods

and services

Understand that money facilitates trade because it has a fixed

value

Understand that price can be influenced by both supply and

demand

Explain how transportation and communication affect supply

and demand

Understand that people trade for resources, goods, and services

locally, within a country, and worldwide

Distinguish between spending and saving

Understand that countries use different currencies, or forms of

money

Recognize that income not spent is called savings

Recognize that people can save money

Explain that people pay for goods and services in different ways

Describe how and why people use banks

Understand the reasons for and the process of taking out loans

from banks

Analyze how and why people and communities use budgets

Recognize that the world of work offers many different kinds of

jobs

Explain that projects require planning and an assessment of

needs and resources

55

Understand that specialized jobs require a wide range of

knowledge and skills and that people have various talents and

strengths

Recognize how specialization and the division of labor are

beneficial

Analyze how a division of labor helps a project get done

Give examples of specialized jobs

Recognize how countries depend on one another through

exchange of resources

Compare jobs of today with jobs of long ago



Vocabulary: Scarcity, Abundance, Needs,Wants

Money: Credit, Credit Card, Savings, Bank, Interest, Deposit,

Loan, Budget,

Economy: Trade, Barter, Supply, Demand, Free Market,

Economy, Import, Export

Work: Specialization, Division of Labor, Jobs Today, Jobs,

Long Ago

Value:

Opportunity Cost, Profit, Cost, Value, Goods, Service ,

Producer, Consumer


6.1.4.C.3

6.1.4.C.4

6.1.4.C.5

6.1.4.C.6

6.1.4.C.7

6.1.4.C.8

6.1.4.C.9

6.1.4.C.10

6.1.4.C.11

6.1.4.C.12

6.1.4.C.16


Suggested Resources and

Technology:

Brainpop - Multiple Videos

www.raz-kids.com various

books




Visuals

Adjust vocabulary requirements based on ability

Partner based work with high/med/low students


56


Grade: 3 Unit Strand: Government

Time Frame Apr-Jun


Government at the 3rd Grade Level.

Texts: My World “Government, Landmarks, Symbols”

Our Government: The Three Branches (Social Studies Readers : Content and Literacy) by

Shelly Buchanan

The U.S. Constitution and You (Social Studies Readers : Content and Literacy) by

Shelly Buchanan

C is for Constitution - US Government Book for Kidby by Baby Professor

Assessments

Formal:

1. Unit Assessment


Opinion Writing Piece

Informal:


Class discussions

Class participation

Classwork

Goals & Results


Learners will . . .

Establish meaning



Recognize the purpose of land and need for government

Identify democratic principles and beliefs held by american

citizens

Explain why the Declaration of Independence and the U.S.

Constitution were written

Explain why the United States has three branches of government

Identify the responsibilities of the executive, legislative, and

judicial branches of government


-Why do we have government?

-Why is government essential?

-What does government do for us?

-Why does each individual’s

opinion matter?

57

Describe the roles of key leaders in each branch of government

and how they make decisions

Understand that the United States has three levels of government

Identify the responsibilities of local, state, and national

government

Identify key leaders in each level of government and understand

that they make decisions based on the well-being of the people

who voted for them

Recognize that people have different viewpoints

Understand that a viewpoint, or point of view, gives someone's

opinion on an issue

Use key phrases to signal point of view, such as I think, I feel,

and in my opinion

Identify similarities and differences between two viewpoints



Vocabulary: - Democracy, Represent, Representative, Liberty, Government

Documents: - Constitution, Bill of Rights

Government: - Congress, Representative, Bill, Veto, Mayor, Counsel, Governor

Branches of Government: - Legislative Branches

- Judicial Branches

- Executive Branches

- Declaration of Independence

1. SW be given a graphic organizer to fill in outlining the pros and

cons of being given HW. SW be assessed on their ability to see

both sides of the issue and fill in a differentiated organizer with

2-4 reasons for each side. SW write an opinion piece using

signal point of view phrases such as I think, I feel, In my

opinion… to outline their personal point of view. SW be given a

graphic organizer to plan their writing and the piece will be

graded with an opinion rubric.

58



https://www.congressforkids.net/books/bks_

Constitution_billofrights.htm

http://www.historyforkids.net/bill-of-rights.html


www.brainpopjr.com




Visuals

Adjust vocabulary requirements based on

ability

Partner based work with high/med/low

students

https://www.congressforkids.net/books/bks_%20Constitution_billofrights.htm

https://www.congressforkids.net/books/bks_%20Constitution_billofrights.htm

http://www.historyforkids.net/bill-of-rights.html



59

Social Studies

Grade: 4 Unit Strand: Map Skills

Time Frame: September - Mid October

Summary: Map skills require students to utilize digital and print resources in order to measure and

analyze information in multiple formats. Description requires definition of location, time zone,

distance and spatial relationships contributing to cultural diffusion and economic

interdependence.

Texts: Landforms Leveled Text Reading A-Z / My World “Regions of the US”

Assessments

Formal:

1. Unit Assessment


Use of digital tools to guide classmate with

directions.

Navigation and identification using various map

formats

Read text and identify landforms

Informal:


Class discussions

Class participation

Classwork

Goals & Results


Learners will . . .

Be able to utilize latitude and longitude and digital tools to

determine location and time zone.

Define landforms and identify images of each.

Identify the impact of landforms, weather and climate on

individuals.

Analyze spatial relationships contributing to cultural

diffusion and economic interdependence.


How do we characterize

physical and human properties

of land?

How can we use tools to

analyze and describe the Earth?

What impacts can location have

on culture and economics?

60

Comparing and contrasting the physical features, landforms

and regions in NJ with the rest of the United States and the

world.



Read leveled text and identify each landform using close

reading strategies

Latitude and Longitude Battleship

Landforms matching activity

Content of class conversation and questions, answers

Achievement on teacher made documents, experiments,

activities, projects and oral presentations


(6.1.4.B.2)

(6.1.4.B.3)

(6.1.4.B.4)



Google Earth

Google Classroom



Color coding latitude and longitude

Print color and text size to orient spacial

awareness and relations

Strategic pairing of students

Leveled text

61

Social Studies

Grade: 4 Unit Strand: Government

Time Frame: Mid October - Mid November

Summary: Understanding of government development and progression as well as current policies shaping

American beliefs.

Texts: Reading A-Z, Articles on Branches of Government, Bill of Rights

My World “Government and the United States” and “Nation’s Economy”

Assessments

Formal:

1. Unit Assessment


Compare and Contrast branches of government

with School House Rock Circus

Trace the path of a bill to a law

Informal:


Class discussions

Class participation

Classwork

Goals & Results


Learners will . . .

Define Constitution and Bill of Rights while developing an

understanding of past and present beliefs.

Recognize process for developing and changing laws.

Evaluate and identify local and national leadership roles

and processes.

Define the three branches of government and relationships

with checks and balances.


How do we define fairness and

equality?

What is the process from a bill

to a law?

How does each branch of

government interact?

How does the past government

shape future policy?


Suggested Activities Related Standards Covered:

62

Where I Stand Activity - Students walk to location of each

branch to discuss roles of each.

Tree Creation - Draw three branch tree with each branch of

government and associated roles.

In class debate demonstrating checks and balances using

voting

Achievement on teacher made documents, experiments,

activities, projects and oral

Content of class conversation and questions, answers

(6.1.4.A.2)

(6.1.4.A.3)

(6.1.4.A.6)

(6.1.4.A.4)

(6.1.4.A.5)

(6.1.4.A.7)



School House Rock Videos

Google Classroom

Virtual Field Trip



Strategic pairing


Visuals

Adjust vocabulary requirements based

on ability

63

Social Studies

Grade: 4 Unit Strand: Civics and Human Rights

Time Frame: Mid Nov. - December

Summary: Developing the active role of students as citizens and contributors to society’s development

through evaluation and analysis of foreign relationships, existing government policies, and

worldwide issues. Development of leadership roles and recognition of growth opportunity in

rights at local, national, and global levels.

Texts: Reading A-Z, Articles on Human Rights and Local, National and Global Issues

My World “Nation’s Economy”

Assessments

Formal:

1. Unit Assessment


Develop action plan for current

economic issues (local level)

Brochure or presentation to evoke

change in community

Research project on current local,

national, and global issues

Informal:


Class discussions

Class participation

Classwork

Goals & Results


Learners will . . .

Demonstrate knowledge of civil responsibility

and rights

Recognize the impacts of diversity and culture

on social and government relationships at state,

national, and global levels

Evaluate foreign relations to identify existing

conflicts citizens and policymakers face

Analyze trends and cause and effect

relationships in immigration and cultural

relationships


What impacts does citizenship have on

existing government policy?

How do global relationships strengthen our

understanding for civic responsibility?

What do we learn when evaluating the

impacts that government has on lifestyle and

community in different nations?

How do we identify qualities of leadership?

64



Skype session with students from other nations

Pen pal activity

Brochure or presentation to evoke change

Argumentative writing activity persuading

someone to agree with change requested by

group


(6.1.4.A.11) (6.1.4.A.12) (6.3.4.D.1) (6.1.4.A.10)

(6.1.4.A.13)(6.1.4.D.3) (6.1.8.D.4.a)(6.1.4.A.15)

(6.1.4.A.16)(6.3.4.A.2) (6.3.4.A.3)

(6.3.4.A.4) (6.3.4.B.1) (6.3.4.C.1)



-Google Suite

-Kiddle/Research sites

-BrainPop



use of text-to-self and text-to-world

connection in order to strengthen

understanding

supplement instruction with photography to

reflect situational environments of

“community”

graphic organizer tools

65

Social Studies

Grade: 4 Unit Strand: New Jersey

Time Frame: January - Mid March

Summary: Understand features of New Jersey in both past and present times recognizing how New Jersey

played an important role throughout. Discuss New Jersey leaders and land to develop greater

understanding of our state.

Texts: Individual texts for projects, New Jersey Studies Weekly

My World “The Northeast”

Assessments

Formal:

1. Unit Assessment


NJ Famous Person Informative Writing

NJ Famous Person Project Presentation

Locate and describe regions of New Jersey

Informal:


Class discussions

Class participation

Classwork

Goals & Results


Learners will . . .

Identify each region of New Jersey including

important characteristics of each such as the

use and distribution of land.

Understand New Jersey’s role in the

American Revolution through analysis of

important landmarks.

Develop understanding of New Jersey in past

and present times using literature with fiction

and nonfiction characters.

Describe the role of Livingston in New Jersey

government development.


What are the main regions of land in New

Jersey?

What was the role of New Jersey in the

American Revolution?

Who was an important fiction and nonfiction

individual from New Jersey? What

contribution did this individual have?

How was Livingston important to the

development of government?

What are the key characteristics of New

Jersey’s cities and how may the cities cultures

be different?

66

Compare and contrast cities and cultural

differences.



Research activity on famous New Jersey

person and contributions the person had.

New Jersey Studies Weekly Reading and

Questions

Related Standards Covered

(6.1.4.B.5)

(6.1.4.B.7)

(6.1.4.B.7)

(6.1.4.B.9)

(6.1.4.B.10)

(6.1.4.C.14)

(6.1.4.D.7)

(6.1.4.D.8)

(6.1.4.D.12)

(6.1.4.D.14)



Choice Project

Google Classroom

Google Slides



Leveled texts

Project product choice

Map including boundaries of each region

Symbols provided on map

67

Social Studies

Grade: 4 Unit Strand: Native Americans

Time Frame: Mid March- Mid May

Summary: Tracing New Jersey’s history and the cultures and peoples of the land by evaluating cultures

through their location, characteristics, movement, and relationships, both past and present.

Texts: New Jersey Studies Weekly. My World “US Regions”

Assessments

Formal:

Unit Assessment

Performance Based:

RST writing activity comparing roles of each

gender in Lenni Lenape culture

Informal:


Class discussions

Class participation

Classwork

Goals & Results


Learners will . . .

Determine the reasons for why people immigrate

and how they embody their culture

Compare and contrast voluntary versus

involuntary movement of peoples over time/for

different reasons

Recognize conflicts that arise due to beliefs and

practices

Understand that culture is a collaborative process

that utilizes a multitude of identities


-How do we maintain and honor traditions in a

developing society?

-How did our earliest peoples recognize the

importance in New Jersey’s geographical

location?

-Why does immigration result from both positive

and negative relationships at global levels?

-What arises from cultural conflict?

-How are the influences of Native Americans

manifested in New Jersey’s regions?

68



Scavenger hunt to answer questions from NJ

Studies Weekly

Cause and Effect reading and comprehension

questions

Webquest


(6.1.4.D.1)

(6.1.4.D.10)

(6.1.4.D.15)

(6.1.4.D.16)

(6.1.4.D.18)



Websites for webquest activity

Google Classroom




Visuals

Partner based work with high/med/low

students

69

Social Studies

Grade: 4 Unit Strand: Industrial Revolution

Time Frame: Mid-May - EOY

Summary: The inventors and inventions that took place in our history have impacted our state and

nation. Transportation and communication have developed consistently throughout time. The

needs and wants of individuals are affected by both scarcity and opportunity cost.

Texts: Nonfiction texts about inventors/inventions, Readworks. My World “US Regions”

Assessments

Formal:

1. Unit Assessment


Invention and inventor presentation

Timeline of communication and transportation

Informal:


Class discussions

Class participation

Classwork

Goals & Results


Learners will . . .

Define and provide examples of opportunity

cost, scarcity, needs and wants.

Identify New Jersey and national inventors

and inventions that shaped country.

Explain the importance of transportation and

communication developments on our

society.


What are opportunity cost, and scarcity?

How can you compare and contrast needs and

wants?

Who are important inventors and how did their

inventions impact society in the past and

present?

How did transportation and communication

develop over time?

70



Read aloud trade books

Summarize information in written, graphic,

and oral formats.

Use effective strategies for locating

information

Trace path of inventions over time

Videos

Morse code decoding activity

Readworks Industrial Revolution Article and

Comprehension Questions


(6.1.4.C.1)

(6.1.4.C.2)

(6.1.4.C.12)

(6.1.4.C.13)

(6.1.4.C.16)

(6.1.4.C.17)

(6.1.4.C.15)

(6.1.4.C.18)

(6.1.8.C.4.b)



Trade books

http:/www.brainpop.com/math/dataanalysis/budget/preview.weml

Google Classroom




Strategic pairing

Leveled Reading based on

Ability

Modify summary

requirements as needed

http://www.brainpop.com/math/dataanalysis/budget/preview.weml

71

Social Studies

Grade: 5 Unit Strand: Geography

Time Frame: September

Summary: The five themes of geography with a fourth grade review.

Texts: Textbook resources, various online article sites

My World texts: “Settling in North America” “Westward Expansion”

Assessments

Formal:

1. Unit Assessment

a. Paper-based quizzes and paper-based chapter

test.


Google Doc. presentations

Informal:


Class discussions

Class participation

Classwork

Collaborative projects

Goals & Results


Learners will . . .

identify unit terms and definitions through using

context clues.

(Mini-lesson on context clues)

*identify hemispheres (guess the hemisphere

game)

*use a map key to label and identify location of

crops.

*write a description of the five themes of

geography.


How does the environment shape how we live?

How can reading a map help me?

How can learning about the land and regions of

the US help me understand America’s history?

72



Use Google Slides- Organization,Transitions, And

Slideshow Features(Insert Backgrounds, Pictures,

and Clips)

Use of Google Docs- Learn how to insert pictures

with an activity involving 5 Themes of Geography.

Plays and songs about Geography regions. 5

Themes

Map searches


6.1.8.A.1.a,

6.1.8.B.1a,



Google tools

o Earth

o Docs

o Classroom

o Slides

Compass on tech device



Pair & Share

Small group instruction

Differentiated leveled texts

73

Social Studies

Grade: 5 Unit Strand: Native Americans and Exploration

Time Frame: October/November

Summary: Students will learn about that European influence on the early Native Americans. Studying the

roles of the Europeans and the early Native Americans with the development of North

America.


My World texts “First Americans” “Age of Exploration”

Assessments

Formal:

Unit Assessment

o Paper-based quizzes and paper-based

chapter test.

Performance Based:

Google Doc. presentations.

Informal:


Class discussions

Class participation

Classwork

Collaborative projects

Goals & Results


Learners will . . .

*Explain the reasons for European exploration in the

1400’s-1600’s.

*Analyze the relationship between European settlers

and natives.


*How did European exploration in the 1400’s-1600’s

impact North America?

*What happens when people with different cultures

and ideas clash?

* Why is it important to use multiple sources when

researching the past?

74

*Create a research report on a specific explorer

using multiple sources (online and print).



Research report of an explorer during the

time period.

o Use multiple sources


6.1.8.A.1.a, 6.1.8.B.1a

6.1.8.1.b, 6.1.8.C.1.a, 6.1.8.C.1.b, 6.1.8.D.1.a,

6.1.8.D.1.b, 6.1.8.D.1.c, 6.1.8.B.2.b, 6.1.8.D.2.a,

6.1.8.B.3.a



Google tools

o Earth

o Docs

o Classroom

o Slides



Pair & Share



75

Social Studies

Grade: 5 Unit Strand: Colonial America

Time Frame: November/ December

Summary: Students will learn how colonial settlement developed. Students will be able to compare and

contrast how life is different today.


My World texts “Settling the colonies in North America” “Life in the Colonies”

Assessments

Formal:

1. Unit Assessment


Makers Space colonial America

Brochure of colonies

Rubric grading

Informal:


Class discussions

Class participation

Classwork

Goals & Results


Learners will . . .

*Describe and explain the growth and

development of the early American colonies.

Compare and contrast early settlements from

Jamestown, Plymouth and Roanoke.

Research, explain and create a replica colonial

village.


*How is life today different from colonial

life?

*What happens when people with

different cultures and ideas clash?

76



*Makerspace: Colonial America- students create

different aspects of colonial life using “Makerspace”

material. Students have choice in making a diorama

*Online Websites to research colonial life

*Google Drawing- To design their colonial village.

Historic visual representations.


6.1.8.A.2.a, 6.1.8.A.2.b

6.1.8.A.2.a, 6.1.8.A.2.c, 6.1.8.B.2.a, 6.1.8.C.2.a,

6.1.8.C.2.b, 6.1.8.C.2.c, 6.1.8.D.2.



Google Drawing

Google tools



Pair & Share



Options of project

77

Social Studies

Grade: 5 Unit Strand: American Revolution

Time Frame January/February/March

Summary: Students will analyze key events leading up to the American Revolution and explain the key

factors that allowed the American colonies to defeat Great Britain.

Texts: Textbook resources, various online article sites, Primary sources

My World “American Revolution” “A New Nation”

Assessments

Formal:

1. Unit Assessment


Informal:


Class discussions

Class participation

Classwork

Goals & Results


Learners will . . .

-Students create a sensory figure of a key contributor

from the American Revolution time period.

*Students will learn the sequence of major

events/causes that led to the American Revolution.

*Students will analyze primary sources and learn the

difference between propaganda and biased information.


*Students will be able to explain the reasons why

the Americans defeated the British?

*How did the American Revolution start?

*Why was their mixed feelings about starting a

revolution?

*Why is it important to understand if a source is

biased?

78

*Students will learn about multiple perspectives

through a reenactment of the Boston Massacre trial

*Be able to identify important American Revolution

battles.

*How did the Continental Army defeat the British

to win the American Revolution?

*Was compromise an effective tool in drafting the

Constitution? Why or why not?

*Why is it important for Americans to understand

the structure of our government?



-Learn about French and Indian War debate

using two articles to draw conclusions.

-Analyze primary sources(images and different

perspectives) of the Boston Massacre.

-American Revolution Learning Centers using

online resources such as Britannica and

Brainpop!

-Students create slideshow of Revolutionary War

battles using textbook and online resources (Ducksters,

Britannica).


6.1.8.D.3.a, 6.1.8.D.3.b, 6.1.8.D.3.d, 6.1.8.D.3.e,

6.1.8.B.3.d, 6.1.8.D.3.f, 6.1.8.D.3.c, 6.1.8.C.3.a,

6.1.8.B.3.c, 6.1.8.B.3.d



Google tools

o Earth

o Docs

o Classroom

o Slides



Pair & Share



Options of project

79

Social Studies

Grade: 5 Unit Strand: New Nation

Time Frame: March and April

Summary: Students will analyze the creation of the United States government. They will analyze the

ideals of the founding documents.

Texts: Textbook resources, various online article sites, Primary sources

My World “Life in the Young Republic”

Assessments

Formal:

1. Unit Assessment


Informal:


Class discussions

Class participation

Classwork

Goals & Results


Learners will . . .

Students will understand the importance of the

Articles of Confederation, *Declaration of

Independence, Constitution and Bill of

Rights.

Students will overview the Gettysburg Address

and Emancipation Proclamation.


*Was compromise an effective tool in drafting the

Constitution? Why or why not?

*Why is it important for Americans to understand

the structure of our government?



Analyze and discuss the founding documents


80

Students create a mock convention and

compare/contrast it to the Constitutional

Convention.

6.1.8.A.3.b, 6.1.8.A.3.c, 6.1.8.A.3.d, 6.1.8.A.3.g,

6.1.8.B.3.b



Google tools

o Docs

o Classroom

o Slides



Pair & Share



Options of project

Modify requirements for mock convention

based on ability

81

Social Studies

Grade: 5 Unit Strand: A Nation Grows

Time Frame: May/June

Summary: Students will learn the economic, political and social reasons why the United States expanded

westward.

Texts: Textbook resources, various online article sites, Primary sources.

My World “Westward Expansion”

Assessments

Formal:

Unit Assessment

Performance Based:

Informal


Class discussions

Class participation

Classwork

Goals & Results


Learners will . . .

Describe how the Unites States acquired territory in

Louisiana, Florida, Texas, Oregon, and the Southwest.

Explain how native peoples were affected by the

westward expansion of the United States.

List factors that encouraged Chinese immigrants,

Forty-Niners, Mormons, and Oregon pioneers to settle

in the West.


*How did Westward expansion affect the

lives of different settlers (Natives,

Americans, ect..)

*How did Americans justify Westward

Expansion?

82


Suggested Activities:

Create a board game with questions based upon the

unit.

A student journal of Lewis and Clark’s expedition.


6.1.8.A.4.a, 6.1.8.A.4.b, 6.1.8.A.4.c,

6.1.8.B.4.a, 6.1.8.B.4.b, 6.1.8.A.5.a



Create a Podcast

Google tools

o Docs

o Classroom

o Slides


differentiate and accommodate for all

learners:

Pair & Share



Options of project

Adjust board game requirements as

needed

83

Social Studies

Grade: 6 Unit Strand: Ancient Egypt

Time Frame: Dec – Jan

Summary: Examine the significance of ancient Egypt’s civilization.

Texts: Scott Foresman “The World”

Pearson ”My World History” My World “Ancient Eqypt and Kush”

Assessments

Formal:

1. Unit Assessment


Pharaoh research projects

King Tut’s death mask

Informal:


Class discussions

Class participation

Classwork

Goals & Results


Learners will . . .

Examine how geography influenced the

Egyptian civilization.

Identify the responsibilities of the pharaohs and

how they ruled Egypt.

Examine how Egyptians examined many gods.

Examine how Egyptians developed one of the

world’s first system of writing, hieroglyphics.

Explain how trade led to diffusion between

Egypt and its neighbors.

Examine the process of mummification and

explain its significance in Egyptian society

Analyze the Egyptian accomplishments in

math, science, art, architecture, and literature.

Analyze how the culture of Egypt and Nubia

were linked and yet distinct.


What were the major accomplishments of

the Egyptian culture?

What are ancient Egypt’s contributions to

our world today?

84



Recreate a replica of Egypt’s contributions

Decipher hieroglyphics and explain their

significance

Write in hieroglyphics

Mummify applies


6.2.8.A.4.a, 6.2.8.A.4.c

6.2.8.B.4.a, 6.2.8.B.4.b, 6.2.8.B.4.c, 6.2.8.B.4.e

6.2.8.C.4.a

6.2.8.D.4.a, 6.2.8.D.4.b, 6.2.8.D.4.c, 6.2.8.D.3.d,

6.2.8.D.3.e

Companion Standards Covered:

RH.6-8.1, RH.6-8.2,

RH 6-8.4, RH 6-8.5, RH.6-8.7, RH.6-8.9

WHST.6-8.2, WHST.6-8.4, WHST.6-8.6



Newsela

http://interactivesites.weebly.com/ancient-

egypt.html

https://www.nms.ac.uk/explore-our-

collections/games/discover-ancient-

egypt/discover-ancient-egypt/egyptian-tomb-

adventure/



Varied rubrics

Modified writing tasks

Modified assessments

http://interactivesites.weebly.com/ancient-egypt.html

http://interactivesites.weebly.com/ancient-egypt.html

https://www.nms.ac.uk/explore-our-collections/games/discover-ancient-egypt/discover-ancient-egypt/egyptian-tomb-adventure/




85

Social Studies

Grade: 6 Unit Strand: Greco Roman

Time Frame: 2 months

Summary: Identify the legacies of ancient Greece and Rome.


Pearson “My World” My World “The Roman Republic”

Assessments

Formal:

1. Unit Assessment


Legacies flipchart

Government comparison Chart

Informal:


Class discussions

Class participation

Classwork

Goals & Results


Learners will . . .

Identify the major legacies of ancient Greece

and Rome.

Explain how the geography of Greece and

Rome affected the lives of their people.

Compare and contrast the governments of

Greece and Rome with modern America.

Explain how Alexander the Great expanded the

empire and spread Greek culture.

Discuss the impact of Julius Caesar.

Explain how Christianity spread throughout the

Roman empire.

Explain the connections between Christianity

and Judaism.

Explain how the Byzantine Empire was related

to the Roman Empire.


What are the legacies of ancient Greece and ancient

Rome?

What made Alexander the Great “great?”

86



Google Slides presentation

Write a myth

Create a philosopher

Newsela


6.2.8.A.3.a, 6.2.8.A.3.d, 6.2.8.A.3.e

6.2.8.B.3.a, 6.2.8.B.3.b, 6.2.8.C.3.a

6.2.8.C.3.b, 6.2.8.D.3.a, 6.2.8.D.3.b

6.2.8.D.3.c, 6.2.8.D.3.d, 6.2.8.D.3.e


RH.6-8.1, RH.6-8.2, RH.6-8.3, RH.6-8.6

WHST.6-8.1, WHST.6-8.5



Google Slides

Newsela




Modified rubrics

87

Social Studies

Grade: 6 Unit Strand: Middle Ages

Time Frame: 1 and ½ months

Summary: Identify the lasting impact of the Middle Ages.


Pearson My World – “Civilizations of Peoples”

Assessments

Formal:

1. Unit Assessment


Create a coat of arms

Virtual museum exhibit

Informal:


Class discussions

Class participation

Classwork

Goals & Results


Learners will . . .

Compare and contrast the Magna Carta with

the Bill of Rights.

Analyze how feudalism and manorialism

brought social and economic order to

Europe.

Examine how monasteries and religious

orders helped spread Christianity.

Analyze the reasons for the Crusades of the

Middle Ages.


What was life like under feudalism?

How did the Crusades affect Europe?



Create a feudalism pyramid

Make a plague timeline

Make a map of the Crusades

Exchange of goods store


6.2.8.A.4.a, 6.2.8.A.4.b, 6.2.8.A.4.c, 6.2.8.B.4.a,

6.2.8.B.4.b, 6.2.8.C.4.b,6.2.8.D.4.a, 6.2.8.D.4.b,

6.2.8.D.4.c,6.2.8.D.4.d, 6.2.8.D.4.f

88


RH.6-8.1, RH.6-8.2, RH.6-8.3, RH.6-8.8

WHST.6-8.6, WHST.6-8.7



Google platform

https://www.learner.org/interactives/middleages/

Newsela




Modified rubrics

https://www.learner.org/interactives/middleages/

89

Social Studies

Grade: 6 Unit Strand: Ancient

Time Frame: 3 weeks

Summary: Identify the significance of ancient India.


Pearson My World – “Early Civilizations of India”

Assessments

Formal:

1. Unit Assessment


Triple Venn Diagram on religions

Design a Henna and explain its symbolism

Informal:


Class discussions

Class participation

Classwork

Goals & Results

Overarching Goals/ Enduring Understandings

Learners will:

Analyze the geography of the Indian subcontinent

Discuss how Indus Valley civilization was

organized

Examine artifacts from Harappa

Draw inferences about Indus Valley culture

Analyze theories about the origins of the Indo-

Aryans

Examine the information the Vedas provide about

Aryan life.

Evaluate how groups evolved into the caste system.

Analyze how Hinduism evolved from Vedic beliefs

and practices.

Examine Hindu teachings about life and after death.

Examine how Hinduism spread throughout India.

Analyze how Buddha’s search for truth led to

spiritual enlightenment

Examine the teachings of the Buddha; the Middle

Way and the Eightfold Path


Why is it important to develop an appreciation

of other cultures?

How does religion impact the development of

cultures?

90



Create a skit that demonstrates one of the steps of

the Eightfold Path

Complete a Venn diagram that compares and

contrasts Hinduism and Buddhism


6.2.8.A.3.a, 6.2.8.B.4.a, 6.2.8.B.4.b,

6.2.8.D.3.b, 6.2.8.D.3.d, 6.2.8.D.3.e, 6.2.8.D.3.c

Science MS-PS2-3 (Interactions) and

Science MS-ESS1-1, MS-ESS1-3 (Astronomy)


RH.6-8.1, RH.6-8.2, RH.6-8.6,

WHST.6-8.8, WHST.6-8.9



Google Drive, Google Classroom

Newsela

http://www.readwritethink.org/files/resources/interactives/venn_diagrams/





Modified rubrics

http://www.readwritethink.org/files/resources/interactives/venn_diagrams/

91

Social Studies

Grade: 6 Unit Strand: Ancient China

Time Frame: 3 weeks

Summary: Examine the significance of ancient China.


Pearson My World – “The Han Dynasty”

Assessments

Formal:

Unit Assessment

Performance Based:

Draw the characters

Make a relic

Informal:


Class discussions

Class participation

Classwork

Goals & Results


Learners will:

Examine how geographic features isolated

China from other civilizations.

Understand that Chinese civilization arose

along the Huang River.

Research the achievements of the Shang

Dynasty.

Analyze the concept of the Mandate of

Heaven.

Examine how the Zhou Dynasty expanded

their empire.

Analyze the features and structure of Zhou

society.

Examine characteristics of ancestor worship.

Analyze goals and beliefs of Confucianism

and Daoism.

Examine how the Qin became the first

dynasty to unify China.

Analyze the philosophies of Confucius and

Laozi


What are the cultural characteristics of major Chinese

dynasties?

What are the lasting effects of the Han Dynasty?

What is the story that built the Great Wall of China?

What is an invention that originates in ancient China

that has an effect on your life today?

92

Examine characteristics of a Legalist form of

government.

Analyze how Shi Huangdi was able to gain

and hold power as the First Emperor.

Examine how Han emperors created one of

the most successful Chinese dynasties.

Analyze how Confucianism, the Silk Road,

and civil service enhanced the Han dynasty.

Examine how Han society was based upon

Confucian teachings.

Evaluate how China expanded and prospered

under the Han dynasty.



Compare and contrast spiritual traditions,

Confucianism, and Daoism

Write a persuasive argument to join the Han

alliance

Create your own Chinese Garden Design

(STEAM)


6.2.8.A.3.a, 6.2.8.B.4.a,

6.2.8.B.4.b,6.2.8.D.3.b, 6.2.8.D.3.d, 6.2.8.D.3.e,

6.2.8.D.3.c


RH.6-8.1, RH.6-8.2, RH.6-8.3,

WHST.6-8.1, WHST.6-8.4



Google Classroom, Google Drive




Modified rubrics

93

Social Studies

Grade: 6 Unit Strand: Judaism and the Jewish People

Time Frame: 1 month

Summary:


Pearson “My World”

Assessments

Formal:

Unit Assessment

Performance Based:

Journal Entry

Informal:


Class discussions

Class participation

Classwork

Goals & Results


Learners will:

Examine the story of Abraham and how

the Israelite belief in one God became

Judaism

Examine the story of Moses and how he

led the Israelites out of slavery.

Analyze why the Israelites settled in

Canaan.

Evaluate how Judaism is based on the

Hebrew Bible.

Analyze how the Jewish people value

studying and understanding God’s law.

Analyze key events in the history of the

kingdoms of Israel and Judah.

Examine how the Diaspora occurred and

where Jews have lived.

Examine how Judaism has affected our

world today.


In what ways does Judaism differ from other religions?

What is the Jewish attitude toward other faiths?



Write interview questions for Moses.


94

Compare different literary styles in the

Bible (history, law, and wisdom),

6.2.8.C.4.b, 6.2.8.D.4.a, 6.2.8.D.4.b, 6.2.8.D.4.f,

6.2.8.D.4.g

English Language Arts (W6.7 – Short research project)

(RL 6.9 – historical/cultural context, and background

knowledge)


RH.6-8.1, RH.6-8.2, RH.6-8.5, RH.6-8.6,

WHST.6-8.3, WHST.6-8.4



Google Slides

Create a movie



Modified rubrics


95

Social Studies

Grade: 6 Unit Strand: Renaissance

Time Frame: 1 month

Summary: The lasting impact of the Renaissance.

Texts:

Scott Foresman “The World”

Pearson “My World”

Assessments

Formal:

Unit Assessment

Performance Based:

Presentation on Renaissance Artwork

Create a mosaic

Journal Entry

Informal:


Class discussions

Class participation

Classwork

Goals & Results


Learners will:

Examine how people’s thinking changed during the

Renaissance.

Analyze how the changes that took place during the

Renaissance broke down feudal order.

Explain how classical thought inspired the new

learning of the Renaissance.

Evaluate the changes in subject and style that made

Renaissance art differ from Medieval art.

Examine how Renaissance art and architecture

shaped Western ideas of beauty.

Research the names and works of major Renaissance

artists and writers.


How did people’s thinking change during the

Renaissance?

How did art change during the Renaissance?



Compare and contrast Medieval and Renaissance art

Create a Google Slide about an invention or new

idea from the Renaissance


6.2.8.D.4.a, 6.2.8.C.4.b, 6.2.8.D.4.c

6.2.8.D.4.f, 6.2.8.D.4.g

96


RH.6-8.6, RH.6-8.7, RH.6-8.9,

WHST.6-8.1, WHST.6-8.7



Google Slides

Google Classroom

Create a movie



Modified rubrics


97

Standard 9

21st Century Life and Careers *See Appendix E

In today's global economy, students need to be lifelong learners who have the knowledge and skills to adapt to an

evolving workplace and world. To address these demands, Standard 9, 21st Century Life and Careers, which includes

the 12 Career Ready Practices, establishes clear guidelines for what students need to know and be able to do in order

to be successful in their future careers and to achieve financial independence.

Mission: 21st century life and career skills enable students to make informed decisions that prepare them to engage

as active citizens in a dynamic global society and to successfully meet the challenges and opportunities of the 21st

century global workplace.

Vision: To integrate 21st Century life and career skills across the K-12 curriculum and in Career and Technical

Education (CTE) programs to foster a population that:

Continually self-reflects and seeks to improve the essential life and career practices that lead to success.

Uses effective communication and collaboration skills and resources to interact with a global society.

Is financially literate and financially responsible at home and in the broader community.

Is knowledgeable about careers and can plan, execute, and alter career goals in response to changing societal

and economic conditions.

Seeks to attain skill and content mastery to achieve success in a chosen career path.

The Standards: Standard 9 is composed of the Career Ready Practices and Standard 9.1, 9.2, and 9.3 which are

outlined below:

The 12 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.

9.1 Personal Financial Literacy

This standard outlines the important fiscal knowledge, habits, and skills that must be mastered in order for

students to make informed decisions about personal finance. Financial literacy is an integral component of a

student's college and career readiness, enabling students to achieve fulfilling, financially-secure, and

successful careers.

9.2 Career Awareness, Exploration, and 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.

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.

For students to be college and career ready they must have opportunities to understand career concepts and financial

literacy. This includes helping students make informed decisions about their future personal, educational, work, and

financial goals. By integrating Standard 9 into instruction, New Jersey students will acquire the necessary academic

and life skills to not only achieve individual success but also to contribute to the success of our society.

21st Century Themes *See Appendix D

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their

students. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be

taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and

expectation as a student advances through a program of study.

CRP1. Act as a responsible and contributing citizen and employee.

CRP2. Apply appropriate academic and technical skills.

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CRP3. Attend to personal health and financial well-being.

CRP4. Communicate clearly and effectively and with reason.

CRP5. Consider the environmental, social and economic impacts of decisions.

CRP6. Demonstrate creativity and innovation.

CRP7. Employ valid and reliable research strategies.

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

CRP9. Model integrity, ethical leadership and effective management.

CRP10. Plan education and career paths aligned to personal goals.

CRP11. Use technology to enhance productivity.

CRP12. Work productively in teams while using cultural global competence.

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.

CRP2. Apply appropriate academic and technical skills.

Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more

productive. They make connections between abstract concepts with real-world applications, and they make correct insights about

when it is appropriate to apply the use of an academic skill in a workplace situation

CRP3. Attend to personal health and financial well-being.

Career-ready individuals understand the relationship between personal health, workplace performance and personal well-being;

they act on that understanding to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals

also take regular action to contribute to their personal financial wellbeing, understanding that personal financial security provides

the peace of mind required to contribute more fully to their own career success.

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.

CRP5. Consider the environmental, social and economic impacts of decisions.

Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact

and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new

technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact

on the social condition, the environment and the profitability of the organization.

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 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.

CRP7. Employ valid and reliable research strategies.

Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform

strategies. They use reliable research process to search for new information. They evaluate the validity of sources when

considering the use and adoption of external information or practices in their workplace situation.

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.

CRP9. Model integrity, ethical leadership and effective management.

Career-ready individuals consistently act in ways that align personal and community-held ideals and principles while employing

strategies to positively influence others in the workplace. They have a clear understanding of integrity and act on this

understanding in every decision. They use a variety of means to positively impact the directions and actions of a team or

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organization, and they apply insights into human behavior to change others’ action, attitudes and/or beliefs. They recognize the

near-term and long-term effects that management’s actions and attitudes can have on productivity, morals and organizational

culture.

CRP10. Plan education and career paths aligned to personal goals.

Career-ready individuals take personal ownership of their own education and career goals, and they regularly act on a plan to

attain these goals. They understand their own career interests, preferences, goals, and requirements. They have perspective

regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path

of entrepreneurship. They recognize the value of each step in the education and experiential process, and they recognize that

nearly all career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the

planning and execution of career and personal goals.

CRP11. Use technology to enhance productivity.

Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks

and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous

technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they

take actions to prevent or mitigate these risks.

CRP12. Work productively in teams while using cultural global competence.

Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural

difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of

all team members. They plan and facilitate effective team meetings.

100

Differentiation Strategies *See Appendix A

Students with Disabilities/ Students at Risk of School Failure

(For students with disabilities, appropriate accommodations, instructional adaptations, and/or

modifications should be determined by the IEP or 504 team) Modifications for Classroom

Pair visual prompts with verbal presentations

Ask students to restate information, directions, and assignments.

Give repetition and practice exercises

Model skills/techniques to be mastered

Give extended time to complete class work

Provide copy of class notes

Determine if preferential seating would be beneficial

Provide access to a computer

Provide copies of textbooks for home

Provide access to books on tape/CD/digital media, as available and appropriate

Assign a peer helper in the class setting

Provide oral reminders and check student work during independent work time

Assist student with long and short term planning of assignments

Encourage student to proofread assignments and tests

Provide regular parent/school communication

Modifications for Homework and Assignments

Provide extended time to complete assignments

Break down assignments

Provide the student with clearly stated (written) expectations and grading criteria for assignments

Modifications for Assessments

Provide extended time on classroom tests and quizzes

Provide alternate setting as needed

Restate, reread, and clarify directions/questions

Distribute study guide for classroom tests

Establish procedures for accommodations /modifications for assessments

101

Differentiation Strategies *See Appendix A

Gifted and Talented

(content, process, product and learning environment)

Allow students to pursue independent projects based on their individual interests

Provide enrichment activities that include more advanced material

Allow team-teaching opportunities and collaboration

Set individual goals

Conduct research and provide presentation of appropriate topics

Design surveys to generate and analyze data for discussion.

Use Higher-Level Questioning Techniques

Provide assessments at a higher level of thinking

English Language Learners

Modifications for Classroom

Pair visual prompts with verbal presentations

Provide repetition and practice

Model skills/techniques to be mastered

Modifications for Homework/Assignments

Provide Native Language Translation (peer, online assistive technology, translation device, bilingual

dictionary)

Provide extended time for assignment completion as needed

Highlight key vocabulary

Use graphic organizers

Interdisciplinary Connections *See Appendix B

Social Studies is a unified body of knowledge whose concepts build upon each other. Connecting social studies concepts

includes linking ideas to related ideas learned previously. Social studies events have global implications, and are connected to

people, places, and events of the past. The study of social studies focuses on deep understanding of concepts that enable

students to think critically and systematically about local, regional, national, and global issues.

Social studies and language arts should complement each other in literature as often as possible. Students will benefit from this

cross-curricular relationship as they learn more about the world through literature (RL 6.9 and W6.7 seen on page 94). Social

102

studies and science also complement each other when the students study ancient times, cultures, religion, and astronomy (MS-

PS2-3 & MS-ESS1-1) as seen on page 90.

Social Studies ~ Appendix A 103

Social Studies ~ Appendix A ~ Differentiation

Kindergarten Citizenship Historical

Symbols/Presidents

“Flag/symbols”

Families

“Jobs”

Maps Community

“Neighborhoods”

Historical

Symbols/Presidents

“Past and Present”

HEP Write about how

to be a good

citizen

Research a symbol and

present to the class

Write letters to

community

workers about the

importance of

their job

Review types of

maps:

topographical,

world, and road

maps

Write and draw

thank you cards for

neighborhood

helpers

Extend

understanding by

creating a timeline of

their family

Tier 2 Work with a

partner to write

about good

citizenship

Explore symbols that

were presented in the

text and paraphrase

Write about one

community helper

and illustrate with

captions/labels of

their tools

Identify the

purpose of each

type of map

Create a poster

showing

appreciation for

neighborhood

helpers

Interview family

members and present

facts to the class.

Tier 3 List and label

ways to be a

good citizen

Create and access the

word wall with

American symbols

Conduct a walk-

through of text

features

Use echo reading

to have students

practice their oral

language

Predict text based

upon pictures and

headings listed on

each page

Write/draw about a

memorable time in

their past

504 Work with a

partner for role

playing citizen

roles

Provide actual items to

show symbols (tactile)

Act out

community

workers with

props and

knowledge of

their job

Kinesthetic:

sketch an outline

of the classroom

using given

shapes

Use a game piece

to have children

follow a route

around the room

Create a past and

present chart and

place images/items

appropriately

ELL Use pictures next

to words and

headings

Connect visuals and

gestures to convey new

information

Build vocabulary

by naming

workers and the

tools they use

Directional

words: left, right,

forward, above

Costume props or

photo cards can be

used to represent

neighborhood

helpers

Reinforce past tense

verbs i.e. talk/talked,

cook/cooked. Use

voice recorder

IEP Identify text

features:

headings,

captions, etc.

Offer audio

descriptions and larger

text

Use manipulatives

to help understand

jobs i.e. hats,

props, tools etc

Partner work for

direction words

and their actions

Build vocabulary:

identify new terms

by matching

pictures to words

Provide models from

the past and present

to compare


Grade 1 Rules/Laws Community Workers Maps/Globes Where we live

HEP Create a new rule for the

community / classroom

Write a thank you note

showing their appreciation

Create their own map of their

home and surrounding area

Create a plan to reduce, reuse

and recycle waste in our

neighborhoods

Tier 2 Identify a list rules and laws in

the community

Write to a community helper

about the importance of their

role in the community

Label the map with cardinal

directions and tell how to

move about the map

List our natural resources and

explain how we use them

Tier 3 Locate and mark words in the

text with sticky notes as they

complete vocabulary activities

Use a pointer to help identify

and focus on a specific

sections of the text

Copy and add to the map on

magazine page 5

Partner work to state a new

vocabulary term and other

student identify its photo

504 Feel and count marbles for

votes for a classroom decision

Provide sentence frames to

help students participate in the

discussions

Use gestures to demonstrate

the meaning of direction

words

Make predictions about the

page contents based upon its

heading

ELL Preview new words / phrases

and use them to describe

pictures around the

community

Discrimination between

photos and illustrations

Include academic vocabulary

when modeling activities with

maps and globes

Identify what is happening in

the photos within the

magazine

IEP Conduct a vocal role call

placing tallies on the board to

record a vote

Model scooping the text and

captions / echo reading if

needed

Use a compass to display the

directions of places relative to

the school

Use hand gestures to

demonstrate the meanings of

new words i.e. flat land


Grade 1 Weather US Symbols Holidays Goods and Services

HEP Read the magazine in partners:

asking and answering

questions throughout the text

Research a symbol and write

about its importance to

America

Research a holiday specific to

a student in the class and

present to classmates through

Google Slides

Make a captioned poster to

elaborate on ideas about

different goods and services

Tier 2 Read the magazine in small

groups: asking and answering

questions throughout the text

given by the teacher

Read and paraphrase the text,

taking notes throughout

Divide assignments into

segments that students can

accomplish over time

Categorize details between

needs and wants

Tier 3 Have the students identify

images and headings to help

understand the text

Create large word cards for

symbols with photos

Stop and reflect at the end of

each page in the magazine –

making notes if needed

Chunk the text and explain

how a text feature helps with

the understanding of the topic

504 Act out the Earth – Sun

relationship, rotation, and tilt

Play matching game with

symbols and their

words/meanings

Use gestures to convey new

vocabulary terms: large

country = arms outspread

Act out a business scene

where one student is

“purchasing” a good/service

ELL Create a vocabulary list to

understand shades of meaning:

cool, cold, freezing

Use gestures to reinforce new

vocabulary terms i.e. strength

= flexing arms to show

muscles

Invite students to share what

they know about holidays

Distinguish between

good/goods, want/wants, save,

free

IEP Use a globe or atlas to show

where places are related to the

equator and the sun

Provide an audio of the text if

needed / touch models of the

symbols

Explain how pictures relate to

the text

Make sketches to demonstrate

understanding wants and

needs


Grade 2 Leaders and Government Location/North America Communities and Resources Family Histories

HEP Choose an elected office from

the text and research who that

is in our community

Allow students to work in

pairs: ask and answer questions

related to the text

Research specific topics related

to conservation, food

production, or technology.

Present through Google Slides

Create a storyboard or timeline

about a fictional family

Tier 2 Interview people in the

building with leadership roles

and report on their

responsibilities

Create a text features chart to

identify its purpose and

example within the magazine

Paraphrase sections of the text

– highlighting new vocabulary

terms and concepts

Interview family members to

create a timeline with specific

dates

Tier 3 Draw a concept web to show

relationships between branches

of the government

Use context clues to define

topic related terms and

vocabulary

Preview the sections with a

picture walk and jot predictions

onto sticky notes based upon

headings and photos

Create a storyboard or timeline

about their own family

504 Use a flow chart to show the

connection between state, local,

and federal governments

Stand beside the map and point

to examples from the

vocabulary list

Work in groups to answer a

question where each member

has a role

Make connections between

details in the text and their own

experiences

ELL Make a chart to show a

responsibility in each column

(words and sketches)

Create a word web for an

assigned section of America i.e.

bodies of water

Turn and talk to a partner prior

to responding

Model how to use context clues

to help understand the meaning

of new words/phrases

IEP Perform a skit about how they

can help people in the

community

Identify text features and how it

contributes to the text

Make connections between

images and text “What do all

these pictures have in

common?”

Explain how the graphic

features can enhance the

reader’s experience when

working with a text


Grade 2 America’s Beginnings Heroes A World of Culture Why People Work

HEP Research a person, event, or

place that they find interesting

in America’s history. Conclude

with a technology presentation

i.e. Google Slides

Research people and explain

how they solved problems or

worked for equal rights

Explore different cultures

around the world through

technology and other texts in

the library. Develop a method

to present their findings to the

class

Create a business directory

based upon their experiences.

Include the name of the

business and a description of

their good/service

Tier 2 Respond to comprehension

questions at the end of each

magazine page

Research two people from the

magazine and explain why they

are important

Write a story about a tradition

that their family does to show

their culture

Create list of local businesses

and explain their goods /

service

Tier 3 Provide sentence frames for

students to help ask and answer

questions about the text

Identify the actions of

individual heroes

Share what they know about

their own culture and compare

it to others in the class

Create word cards with new

terms and their definitions to

increase vocabulary

acquisition. Play matching

game to check understanding

504 Provide an index card with a

cutout window to help students

pace while they read

Role play a hero’s importance

through a Reader’s Theater

activity

Learn and present a song,

dance, or story from a different

culture

Create a map for where the

businesses are in the

community

ELL Listen to the text being read

aloud and stop and jot notes

along the way

Identify heroic words and how

they related to the person’s

actions

Use the vocabulary list to

decide words to look up in the

dictionary

Use gestures and realia to

discuss terms i.e. producer and

consumer. Show buying and

selling with appropriate terms

IEP Use headings, captions, and

photos to help their

understanding and check in

with themselves while reading

Work in small groups to check

for understanding about each

hero before moving onto the

next hero

Chunk assignments so that

teacher can check for

understanding along the way

Copy diagrams, flow charts,

and picture stories then have

students cut and re-arrange into

the correct order


Grade 3 Our Environment Celebrating our

Communities

Economics Government,

Landmarks, and

Symbols

Citizenship and Civic

Engagement

HEP Write a journal entry as

the day in the life of

someone in this region

Create a chart showing 2

land and 2 water

resources then explain

how work and activities

are related to these

resources

Research a person in the

community and explain

how their good/service

contributes to the

community. Present

through technology i.e.

Slides or Prezi

Write a paragraph about

how sharing power

among the three branches

strengthens the

government

Write an opinion piece on

a specific rule and

explain the consequences

of breaking a rule or law

Tier 2 Select one of the five

reason in America and

list at least 3 of its

features in detail

Draw a Venn diagram to

find things shared

between two holidays

Create a poster showing

various needs and wants

from magazine cut-outs

Draw a tree with 3 large

branches and label with

the branches of the

government and then

smaller branches with

details of each

Conduct an interview of

community/school leader

and present their

importance to the school

through a presentation to

their classmates

Tier 3 Select one of the five

reason in America and

list 2 of its features

Use sentence starters to

explain what a

celebration is and how

each group / family

observes the event

Work in groups to

brainstorm the workers

who provide goods vs.

those who provide

services

Use a graphic organizer

to summarize information

about each branch after

reading/discussing

Create thank you cards

for people in the school

who help to make the

community strong

504 Sing along with the rap

song about unit

vocabulary

Gather items to represent

their class culture for a

mock mural

Discover a job they might

want in the future and act

out that job’s role

Perform a small mock

trial showing the roles of

the judicial branch

Make a list of school

rules and draw a picture

to go along with each one

ELL Explore terminology with

sketches on white boards

i.e. deep lake vs. shallow

Complete the sentence

“In the winter I like to…”

for each season

Draw and label the school

building and prepositions

to show relation to other

items

List key terms and

concepts to create a

vocabulary booklet to

reference during the unit

Draw a picture of

someone volunteering

and describe their actions

IEP Identify a region and

describe its landforms

Use sentence starters to

explain what a

celebration is to a partner

Create a T-Chart showing

things that they need vs.

want

Draw a simple tree with

three large branches and

label with the 3 branches

of the government

Write a short paragraph

telling how they have

helped another student in

the class/school


Grade 4 Geography of the United

States

Americans and their History Government and the United

States

Nations Economy

HEP Refer to boundary lines on a

political map formed by

natural features

Research cultural norms of the

Eastern Hemisphere.

Research the Natural Park

Service and present to their

peers.

Students will debate the pros

and cons of a barter system vs

a currency system.

Tier 2 Refer to boundary lines on a

political map between states

and countries

On a map, trace and identify

how goods traveled to the new

land.

Research state representatives

and the role they play in

creating laws.

Determine and argue the

fairness of a trade in respect to

the barter system

Tier 3 Students will understand that

boundary lines are a means of

separating 2 areas.

Students identify foods and

animals used in the Columbian

Exchange and the importance

of each.

Review the Powers and

Responsibilities of

Government summarize to the

class.

Identify the difference

between a barter system and a

system which uses currency.

504 Trace boundary lines formed

by natural features

Act out the parts of the

Columbian exchange to their

peers.

Identify the three branches of

government and use a visual to

help differentiate the roles

between each.

Students will act out the

process of the barter system

with at least 3 transactions.

ELL Identify and describe

geographical features by

looking at pictures and

identifying characteristics

Identify and draw objects that

they may bring when traveling

to a new country.

Identify different forms of the

word “patriot” and how they

relate to each other.

Students will act out the

process of the Barter System

IEP Identify landforms and

geographical features on a

map and understand the

correct vocabulary

Students will categorize

groups of objects based on

different features.

Students will identify

community workers who build

roads, put up signs, etc .and

the importance.

Practice the barter system by

reading a script.


Grade 4 Regions: The Northeast Regions: The Southeast Regions: Midwest Regions: Southwest

HEP Investigate and explore the

route from the Great Lakes to

the Atlantic Ocean by way of

the Erie Canal.

Compare and contrast the

geographic features of the

Northeast to the Southeast.

Read Little House on the

Prairie and By the Shores of

Silver Lake. Using a Prezi,

present how the setting was

affected by the geographic

region.

Using the 3D Printer create a

scale model of a portion of the

Grand Canyon.

Tier 2 Describe the differences

between the coastal area and

the mountain area of the

Northeast.

Discuss how the different

lands in the Southeast support

different kinds of plants and

animals.

Identify how the weather and

climate is affected by the

geography of the plains.

Compare and contrast the

geographic features of the

Southeast to the Southwest.

Students will present in a

PowerPoint.

Tier 3 Using a map and a work bank

match water features of the

Northeast

Identify and locate major

rivers and bodies of water in

the Southeast.

Identify the benefits for

companies go build factories

in cities.

Plan a vacation to the Grand

Canyon.

504 Explain why people of the

Northeast once relied on

waterways as a transportation

system

Students will research how an

oil spill will affect the

ecosystem of the Southeast.

Students will make a master

animal list and categorize

each animal as a bird, fish,

mammal or reptile. Then

create a short description of

each category.

Students will create a travel

brochure for the Grand Canyon.

ELL Identify key vocabulary by

analyzing pictures of each

feature.

Create a map key for features

on a geographic map.

Make a list of animals

presented in the unit and

draw a picture of their

favorite.

Students will create a Google

Slide Show identifying the

differences of a mountain,

plateau, desert, plains, basin,

river.

IEP Students will use clay to

build a model of geographic

features.

Using a word bank, identify

and locate major rivers and

bodies of water in the

Southeast.

Students will determine what

is needed for a city to grow

and prospers.

Trace the Rio Grande River.


Grade 5 The First Americans Age of Exploration Settling the Colonies in

North America

Life in the Colonies

HEP Students will compare and

contrast at least 2 Native

American Groups.

Students will pretend to be an

explorer and write a letter to

their families explaining their

desire to explore, and what

they may encountered

Research an explorer and

present their explorer using a

Prezi.

Students will write a persuasive

piece asking for a sponsor to

provide at least 3 items needed in

colonial life.

Tier 2 Students will identify 1

Native American group and

identify a key way of life.

Students will understand

what an explorer is and

identify present day

explorers.

Students will compare and

contrast the St. Augustine

settlement to others presented

within the chapter.

Students convince a peer of the

importance of an item needed for

their journey in colonial life.

Tier 3 Students will identify ways of

life of Native Americans and

compare to their way of life.

Students will look at

photographs of explorers and

identify hardships of their

explorations.

In pairs, students will present

several reasons as to why St.

Augustine was an ideal

settlement.

Using clay, make a model of a

colonial artifact.

504 Students will create a map to

identify different Native

American Groups.

Students will act out a

simulation of an exploration

of a given area.

Create a map of a redesigned

St. Augustine based on the

needs of the time and the

geographic features.

Act out a colonial scene.

ELL Create a matching game for

the vocabulary in the unit and

play with a peer.

Go over the parts of a map

and point out each one on a

map.

In small groups, students will

compare and contrast (Venn

Diagram) the two settlements

of Roanoke.

Students will match pictures to

terms of items needed in a

settlement.

IEP Find pictures to identify key

ways of life for each cultural

region.

Students will use a compass

to identify north and

understand concept of

direction.

Identify the St. Augustine

settlement on a map and

present (PowerPoint) the path

the Spanish took from Spain

to Florida.

Students will draw pictures of

items needed in a settlement.


Grade 5 American Revolution A New Nation Life in the Young Republic Westward Expansion

HEP Students will use various

medium (song, poem etc.) to

request a repeal of the Stamp

Act.

Students will brainstorm a

new law and create a

PowerPoint to describe the

benefits of this law.

Create a campaign speech

following a specific parties’

lines and ideologies.

Research the needs for expanding

west and create a brochure in

GoogleDocs outlining each need.

Tier 2 Present to the class ways that

refusing to buy stamps hurt

Great Britain.

Students will identify on a

map the Northwest Territory

and draw its boundary. They

will subdivide it into the

newly formed states.

Students will create an

advertisement (poster) to

recruit leaders for a specific

political party.

Research a particular type of

work in a factory and write a

journal entry as a worker in that

factory.

Tier 3 Create a list of ways that

certain groups tried to

pursued the British to repeal

Stamp Act.

Students will be given a map

to color and shade each of the

different territories.

Create a short skit trying to

recruit members for a

political party.

Research a particular type of

work in a factory and draw a

picture displaying the work in

that factory.

504 Student will create a graphic

organizer of the Townshend

Acts.

Students will identify on a

map the Northwest Territory

and draw its boundary.


contrast by using a T-Chart

the federalists and the

Democratic-Republicans.

Students will then provide a

list of key characteristics of a

good lead of both groups.

Students will create a cost and

benefit chart of work before and

after the Industrial Revolution.

ELL Students will practice

summarizing a section of the

chapter.

Students will understand the

different meanings of the

word “right”.

Identify characteristics of a

good leader and provide key

vocabulary for each.

Create a visual representation of

key vocabulary.

IEP Students will create a

brochure in GoogleDocs of

the harmful effects of the

Stamp Act.

In Google Classroom,

students will answer the

question “what would happen

if there were no laws”

Students will have a chance

to respond to their peers

answers.


contrast by using a T-Chart

the federalists and the

Democratic-Republicans.

Create a poster to display images

of factories during the industrial

revolution.


Grade 6 Map Skills Origins of Civilization Civilizations and Peoples

of the Fertile Crescent

Ancient Egypt and Kush

HEP Identify geographic region

based on latitude and

longitude.

Research additional

information about events that

occurred between the ice age

and beginning of common

era.

Create a timeline in Prezi for

one of the empires listed in

the topic.

Students will research and

present 3 addition events from

4,000 BCE to 1 BCE.

Tier 2 Given a city, write its map

address.

Students will understand how

they adapt to different

seasons and relate to how

animals adapt as well.

Create a contract between

king and high priest,

outlining what each ones

right’s and powers are.

Using a Venn Diagram

students will compare and

contrast the role of a US

President and a Pharaoh.

Tier 3 Given a latitude and

longitude locate a city.

Students will read a section

of the book and then illustrate

the key ideas.

In pairs, students will create a

flow chart that shows how

the growth of city-states led

to war, which led to king.

Students will create a living

timeline of events by writing

them on an index card and

arranging them in order.

504 Identify and locate countries

on a map

Prepare index cards for dates

and events on a timeline and

place in chronological order.

Have students skim through

the section noting images,

headings and boldface terms.

Students will create a

hieroglyphic message and

have their peers decipher it.

ELL Using their mouth,

understand that latitude are

horizontal and longitude are

vertical

Students will illustrate and

draw items and archeologist

would need on a dig.

Students will understand that

the Fertile Crescent is not the

name of a political state, but

rather a region of the world.

Students will learn geographic

features by answering yes or

no questions relating to them.

IEP Given specific countries,

students will color based on

location and region.

Students will think about and

discuss why archeologists

and anthropologist are

interested in learning about

the past

Students will look at the

timeline and understand how

it is broken up into different

increments of time.

Students will compare the

great Pyramids to modern

building and monuments.


Grade 6 Early Civilizations of India The Han Dynasty Expands Ancient Greece The Roman Republic

HEP Students will create a

brochure, in Word,

encouraging people to visit

Ancient India.

Students will research events

of the Han Dynasty and

present them to the class.

Students will research the

Golden Ratio and show how

it was incorporated into

architecture.

Create a skit displaying a

Roman Forum.

Tier 2 Students will create a short

skit illustrating the 4 Noble

Truths.

Students will research how

silk is made and create a

Prezi to present.


contrast the American

Government with the

Athenian Government.


contrast the Roman

Government with the Greek

Government.

Tier 3 Students will create a web to

compare and contrast

different ethnic groups of

India.

Students will discuss how

they would feel using a

different form of writing and

relate to the people of China

Have students pick an event

from the timeline and

research. Then share with

their peers.

Compare and contrast, by

using drawing, Roman

architecture and Greek

architecture.

504 Students stand up and form a

map of India, showing the

rivers and some mountain

figures.

Students will be given

statements and determine

whether Confucius would

agree or disagree.

Students will be given events

and need to locate the

appropriate location on the

timeline.

Students will create a cause-

and-effect chart based on one

of the two sections, Breaking

the Rules or The Urban Poor.

ELL Students will work to select

pictures of India by writing

and answering questions that

describe the picture.

Students will write a sentence

stating the Golden Rule in

their own words.

Students will create a visual

representation of the

vocabulary in the unit.

Students will give examples of

equipment and examples of

people who are professional.

IEP Students will locate photos of

historical places and cultural

activities of ancient India

Students will match dynasties

shown on the map with the

entries on the timeline.

Students will look at a picture

of a Greek battle and make

determinations about the

battle and event.

Students will draw a poster

comparing the Roman

government to a later

government.

Social Studies ~ Appendix B 115

Appendix B ~ Interdisciplinary Connections

Grade Language Arts Science K SL K.1 Participating in collaborative conversations

W K.1 Use a combination of drawing, dictating, and writing to

compose an opinion piece

L K.1 Command of the conventions: verb tenses

RI K.4 Ask and answer questions about unknown words in a text

RI 1.5 Know the parts of a book

RI K.2 Identify the main idea and details

K-2-ETS1-1 Tools needed for jobs

K-2-ETS1-2 Growing things/farmers

K-2-ETS 1-3 Jobs/ neighborhoods – life cycles – animals and

plants

K-PS2-2 Building ramps for safety

1 RI 1.2 Identify the main idea and details Vocabulary

RI 1.5 Know and use various text features

RI 1.4 Ask and answer questions to clarify the meanings of words in

a text

SL 1.1 Participating in collaborative conversations

W 1.2 Write informative/expository texts in which they name a

topic, give details, and closure

1-ESS1-1 Earth and Sun and Moon patterns

1-ESS1-2 Weather and daylight patterns

K-2-ETS1-1 Reduce, Reuse, Recycle

2 W 2.7 Participate in shared research and writing projects

RI 2.1 Ask and answer questions to determine meaning of a text

W 2.2 Write informative/expository texts in which they name a

topic, give details, and closure

SL 2.2 Recount or describe key ideas or details from a text read

aloud or information presented in diverse media

SL 2.1 Participating in collaborative conversations

RI 2.4 Determine the meaning of words and phrases relevant to topic

2-ESS2-1 Communities and Resources: Natural Resources –

water cycle,

2-LS2-1 Growing plants, animal life cycles

2-ESS2-3 North America – climate, weather, earth materials

and waterways, soil and rock

2-PS1-4 Water vs. butter melting in Unit 2

3 W 3.1Writing opinion pieces

W 3.2 Writing expository pieces

SL 3.1 Effectively engage in a variety of collaborative discussions

RI 3.2 Determine the main idea of a text and recount the key details

RI 3.4 Determine the meaning of general academic and domain-

specific words and phrases relevant to topic

3-ESS2-1 Tables and graphs to show weather expected during

a particular season (calendar math)

3-ESS2-2 Research climates from regions of world (from Pen

pals)

3-ESS3-1 Make a claim about the merit of a design solution

that reduces the impacts of weather-related hazards (flooding

in our area)

4 SL 4.1 Effectively engage in a variety of collaborative discussions

W 4.1Writing opinion pieces


4 - ESS2-2 Patterns of Earth’s features

ESS2.A - Rain and wind change the landscapes (forming

regions)

Social Studies ~ Appendix B 116

RI 4.2 Determine the main idea of a text and explain how it’s

supported by key details

L 4.1 Demonstrate a command of the conventions (progressive verbs

RI 4.4 Determine the meaning general academic and domain-


ESS2.B - Plate tectonics changes the landscapes (forming

regions)

ESS2.E - Living things affect the regions they live in

4-ESS3-1 - People’s needs and wants change

4 - PSS3-3 - Ask questions that can be investigated and

predict reasonable outcomes


W 5.1Writing opinion pieces


RI 5.2 Determine two or main ideas of a text and summarize with

details that support each main idea

RI 5.4 Determine the meaning general academic and domain-


5 - PS1-4 - Cause/Effect relationships are routinely identified,

tested, and used to explain change

5-LS2-1 - Develop a model to describe a phenomena

(settlements)

5-ESS2-1 - Create a model to show of different landforms

interact

5-ESS2-2.- Distribution of water and its impact on the

geography

3-5-ETS1-2 Engineers improve existing technologies or

develop new ones to increase their benefits, decrease known

risks, and meet societal demands


W 6.1Writing argument pieces


RI 6.2 Determine the central idea of a text and how it is conveyed

through particular details; provide summary

RI 6.4 Determine the meanings of words and phrases used in a text

including figurate, connotative and technical meanings

MS-ESS3-2. Analyze natural hazards to forecast future

catastrophic events and inform further development

MS-ESS2-4. Develop a model to describe the cycling of water

through Earth’s systems

MS-ESS1-1 - Develop and use a mode of the Earth-sun-moon

system to describe the lunar phases and seasons.

MS-ESS3-4. Construct an argument supported by evidence for

how increases in human population impacts Earth’s systems

Social Studies ~ Appendix C 117

Appendix C ~ Technology

K 8.1.P.A.4 Use basic technology terms in the proper context in conversation with peers and teachers

8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources

8.1.5.B.1 Collaborate to produce a digital story based upon a first person interview

8.1.2.F.1 Use geographic mapping tools to plan and solve problems

1 8.1.P.A.4 Use basic technology terms in the proper context in conversation with peers and teachers

8.1.2.A.4 Demonstrate developmentally appropriate navigation skills in virtual environments

8.1.P.B.1 Create a story about a picture taken by the student on a digital camera or mobile device


2 8.1.P.C.1 Collaborate with peers by participating in interactive digital games or activities

8.1.P.E.1 Use the Internet to explore and investigate questions with a teacher’s support

8.1.2.E.1 Use digital tools and online resources to explore a problem or issue


3 8.1.5.A.2 Format a document using a word processing application to enhance text and include graphics, symbols and/or

pictures

8.1.2.B.1 Illustrate and communicate original ideas and stories using multiple digital tools and resources

8.1.2.C.1 Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or

countries using various media formats

8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a scientific finding

4 8.1.5.A.2 Format a document using a word processing application to enhance text and include graphics, symbols and/or

pictures

8.1.5.D.1 Understand the need for and use of copyrights

8.1.5.D.2 Analyze the resource citations in online materials for proper use

8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a scientific finding

5 8.1.5.F.1 Apply digital tools to collect, organize, and analyze data that support a scientific finding

8.2.5.A.2 Investigate and present factors that influence the development and function of a produce and a system

8.2.5.B.3 Investigate ways that various technologies are being developed and used to reduce improper use of resources

6 8.1.8.D.4 Assess the credibility and accuracy of digital content

8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a

real world problem

Social Studies ~ Appendix D 118

Appendix D ~ Career Ready Practices

Standard Grade / Unit

CRP1 Act as a responsible and contributing citizen and

employee

Kindergarten – Units: Citizenship and Jobs

Grade 1 – Rules and Laws

Grade 2 – Leaders and Government

Grade 3 – Citizenship

CRP2 Apply appropriate academic and technical skills Grade 1 – Goods and Services

Grade 2 – all units

Grade 3 – all units

CRP3 Attend to personal health and financial well-being Kindergarten – Units: Citizenship and Jobs

Grade 1 – Goods and Services

Grade 2 – Why People Work

Grade 3 – Economics

CRP4 Communicate clearly and effectively and with reason Grades K – 6 All units

CRP5 Consider the environmental, social, and economic impacts

of decisions

Grade 1 – Neighborhood Helpers

Grade 2 – Communities and Resources

Grade 3 – Our environment

CRP6 Demonstrate creativity and innovation Grade 4 – Units 5-8

Grade 5 - Units 2, 3, and 4

Grade 6 - Units 2,3, 6, and 8

CRP7 Employ valid and reliable research strategies Grade 4 – Units 2 & 3

Grade 5 - Units 3 & 8

Grade 6 - Units 2, 4, 6, & 7

CRP8 Utilize critical thinking to make sense of problems and

persevere in solving them

Grade 4 – Units 3 & 4

Grade 5 - Units 5,6 and 7

Grade 6 - Units 2 & 3

Social Studies ~ Appendix E 119

Appendix E ~ 21st Century Life and Careers

Standard Grade / Unit 9.1.4.A.1 Explain the difference between a career and a job, and identify various jobs

in the community and related earnings

Kindergarten – Jobs

9.1.4.A.2 Identify potential sources of income Kindergarten – Jobs

9.1.8.A.1 Explain the meaning and purposes of taxes and tax deductions and why fees

for various benefits are taken out of pay

Grade 4 – Unit 2

9.1.8.A.2 Relate how career choices, education choices, skills, entrepreneurship, and

economic conditions affect income

Grade 5 – American Revolution

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.3 Investigate both traditional and non-traditional careers and relate

information to personal likes and dislikes

Grade 4 Unit 2

9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the

foundation for future academic and career success


Grades 4-6 Career Day Event

9.2.8.B.1 Research careers within the 16 career clusters Grades 4-6 Career Day Event

9.1.4.C.4 Determine the relationships among income, expenses, and interest Grade 4 – Economics of cultures

9.1.8.D.5 Explain the economic principle of supply and demand Grade 5 – unit 4

9.1.4.F.1 Demonstrate an understanding of individual financial obligations and

community financial obligations

Kindergarten – Neighborhoods

Grades 3-6 Student Council

Fundraising activities in each building

9.1.4.E.2 Apply comparison shopping skills to purchasing decisions Kindergarten – Neighborhoods

9.1.8.E.4 Prioritize personal wants and needs when making purchases Grade 5 - Unit 3

Social Studies ~ Appendix F 120

Appendix F ~ Holocaust & Amistad Requirements

Holocaust Amistad

Grade K Chester and the Big Bad Bully by Audry Penn - treating

others fairly

ED World lesson: trace the path on a map showing the

zig zag journey of Amistad. Discuss slavery and how

Lincoln worked to end it.

Grade 1 Recess Queen by Alexis O’Neil - leaving others out; nobody

is better than another

One Class, Many Cultures Scott Foresman – celebrating

diversity

Grade 2 Trouble at the Sandbox by Scott Foresman, Friends Around

the World by Scott Foresman– cultural tolerance

ReadWorks articles and video “Important and

Influential People”

Grade 3 Terrible Things: An allegory of the Holocaust by Eve

Bunting

Mufaro’s Beautiful Daughters John Steptoe

Grade 4 A Picture Book of Anne Frank by David A. Adler Amistad: The Story of a Slave Ship by Patricia

McKissack - Vocabulary about enslaved and what it

means to be enslaved and the origins of the enslaved

people

Grade 5 Difference of cultures in regards to Native Americans and

their treatment.

Treatment and the need of respect of Native Americans

in terms of their cultural differences

Grade 6 Roman Empire – All people had to follow the religion of

Rome

The following Holocaust titles are read in ELA: Devil’s

Arithmetic Jane Yolen, Yellow Star Jennifer Roy, Daniel’s

Story Carol Matas, Number the Stars Lois Lowry

Slaves in construction of pyramids - details taught

throughout parts of the student notebook and

corresponding online resources/videos through HMH

My World

Social Studies ~ Appendix F 121