unit cumulative mp units *total **total · o compare dr. king’s childhood to their ... sacagawea...

Social Studies

Pacing Guide

Grade 1

MP Units Unit

*TOTAL Cumulative

**TOTAL

MP1 Unit 1 – Civics, Government, and Human Rights

20 days 20 days

MP2 Unit 2 – Geography, People, and The Environment

20 days 40 days

MP3 Unit 3 – Economics, Innovation, & Technology

20 days 60 days

MP4 Unit 4 – History, Culture, and Perspectives

20 days 80 days

MP1-4

FLEX DAYS 10 days 90 days

* Unit Total is inclusive of introduction, instruction, assessment, projects, etc. for that particular unit. ** Cumulative Total is a running total, inclusive of prior and current units.

NOTE: Holidays and Observances Curriculum – Incorporate as they occur.

Pemberton Township School District Grade 1 Social Studies

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Unit Title: Important Holidays and Observances

Stage 1: Desired Results Standards & Indicators: NJSLS Social Studies: 6.1.P.A.1 6.1.P.A.2 6.1.P.A.3 6.1.4.A.1 6.1.4.A.2 6.1.4.A.9 6.1.4.A.10 6.1.4.A.11 6.1.4.A.15 6.1.4.B.10 6.1.4.D.2 6.1.4.D.4 6.1.4.D.5 6.1.4.D.9 6.1.4.D.13 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 6.3.4.A.1 NJSLS English Language Arts: RL.1.1 RL.1.2 RL.1.3 RL.1.4 RL.1.5 RL.1.6 RL.1.7 RL.1.9 RL.1.10 RI.1.1 RI.1.2 RI.1.3 RI.1.4


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RI.1.5 RI.1.6 RI.1.7 RI.1.8 RI.1.9 RI.1.10 W.1.1 W.1.2 W.1.3 W.1.5 W.1.6 W.1.7 W.1.8 SL.1.1 SL.1.2 SL.1.3 SL.1.4 SL.1.5 SL.1.6 NJSLS 21st Century Life and Careers: CRP1 CRP4 CRP7 CRP8 CRP9 CRP11 CRP12


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Central Idea / Enduring Understanding: Students will…

• Dr. Martin L. King, Jr. Day – o Compare Dr. King’s childhood to their

own. o Illustrate an accomplishment of Dr. King.

• Freedom Day –

o Describe what freedom means to them. o Identify symbols of the United States

and describe their importance.

• Women’s History – o Describe what makes Sacagawea an

American hero.

• Emancipation Day – o Discuss the meaning of slavery and

describe ways people gained their freedom.

o Recognize that real people have demonstrated responsible leadership and identify characteristics that have made them good examples.

• Cinco de Mayo –

o Explore the diversity of different cultures.

o Identify traditions and celebrations in various cultures.

• Memorial Day –

o Demonstrate an understanding of the sacrifices people have made so that we can have the rights and freedoms we do today.

o Identify symbols of the United States and describe their importance.

o Describe what bravery and courage means.

Essential/Guiding Question: Why do we celebrate these holidays?

• Dr. Martin L. King, Jr. Day

• Freedom Day

• Women’s History

• Emancipation Day

• Cinco de Mayo

• Memorial Day

• Flag Day

• Juneteenth

• Commodore Barry Day

• Constitution Day

• Columbus Day

• Veteran’s Day


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• Flag Day – o Describe patriotic symbols and their

importance.

• Juneteenth – o Explain the basic concepts of diversity,

tolerance, responsibility and respect for others.

o Recognize real people who have demonstrated creativity and innovation by creating new products and services.

• Commodore Barry Day –

o Identify advances made in naval ships.

• Constitution Day – o Demonstrate an understanding that

citizens have a responsibility to follow rules and laws.

• Columbus Day –

o Demonstrate an understanding of rhyming words.

o Identify the different modes of transportation.

• Veteran’s Day –

o Demonstrate an understanding of the branches of the military.

o Identify the importance of memorials.


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Content:

• Dr. MLK, Jr. Day is an American federal holiday honoring the birthday of Dr. King which is celebrated on the third Monday in January. It is a time when the nation pauses to remember the life and work of Dr. King.

• National Freedom Day is an observance in the

United States that honors the signing of a resolution that proposed the 13th amendment of the nation’s constitution on February 1, 1865. Abraham Lincoln, who was the president at the time, signed the resolution to outlaw slavery. This anniversary is annually observed on February 1.

• Women’s History month is celebrated to honor the important contributions and accomplishments of women.

• Emancipation Day is a holiday in Washington D.C. to mark the anniversary of the signing of the Compensated Emancipation Act, which president Abraham Lincoln signed on April 16, 1862.

• Cinco de Mayo commemorates the anniversary of an early victory by Mexican forces over French forces in the Battle of Puebla on May 5, 1862. It is a festival of Mexican pride and heritage in the United States.

• Memorial Day is observed on the last Monday of May. It commemorates all men and women who have died in military service for the United States.

Skills(objectives):

• Civil Rights

• Freedom

• Oppression

• Symbols of freedom

• Famous American women

• Women’s Suffrage

• Underground railroad

• Communication secrecy

• Cultural diversity

• Heroes

• Famous African American Inventors

• The Constitution of the United States

• Rules

• Patriotism


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• Flag Day is celebrated on June 14 in the United States. It commemorated the adoption of the flag of the United States of America.

• Juneteenth is a celebration commemorating the ending of slavery in the United States. The Emancipation Proclamation became official on January 1, 1863 but it wasn’t until June 19, 1865 that the news reached Galveston, Texas that all enslaved were now free.

• Commodore John Barry was an important figure in American history. He is known as “The Father of the American Navy”. He was given the important task of putting together our navy as the American colonies were fighting for independence from England and was made a Captain in the Continental Navy. Commodore Barry remained head of the navy until his death on September 13, 1803. The Commodore Barry Bridge, in honor of Commodore John Barry, opened in 1974 which crosses the Delaware River connecting Pennsylvania and New Jersey.

• Constitution Day is observed on September 17 to commemorate the signing of the Constitution on September 17, 1787. Delegates to the Constitutional Convention met for the last time to sign the document.

• Columbus Day is a U.S. holiday that commemorates the landing of Christopher Columbus in the New World on October 12, 1492. Christopher Columbus was an explorer who sailed to find a shorter route to get to India instead landed in the Bahamas, becoming the first European to explore the Americas.


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• Veteran’s Day is a national holiday celebrated on November 11 to honor military veterans for their service. “World War I – known at the time as “The Great War” - officially ended when the Treaty of Versailles was signed on June 28, 1919, in the Palace of Versailles outside the town of Versailles, France. However, fighting ceased seven months earlier when an armistice or temporary cessation of hostilities, between the Allied nations and Germany went into effect on the eleventh hour of the eleventh day of the eleventh month. For that reason, November 11, 1918, is generally regarded as the end of “the war to end all wars.”” https://www.va.gov/opa/vetsday/vetdayhistory.asp

https://www.va.gov/opa/vetsday/vetdayhistory.asp

https://www.va.gov/opa/vetsday/vetdayhistory.asp


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Stage 2: Assessment Evidence Performance Task(s):

• Written Products o Interviews o Journal Responses o Learning Logs o Lists o Graphic Organizers

• Artistic Products o Posters, Charts, o Graphs, Diagrams o Project o Illustrations with Captions o Murals, Dioramas, Collages

• Multiple-form Products (Writing, Drawing, and Speaking)

o Oral Presentations o Photographs

Other Evidence: • Rubrics • Teacher Observation and Anecdotal Notes • Participation • Cooperation • Collaboration


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Stage 3: Learning Plan Learning Opportunities/Strategies: Dr. Martin Luther King, Jr.

• Read aloud A Picture Book of Martin Luther King by David Adler. Discuss what events in Martin Luther King’s childhood affected him to be a civil rights leader. Discuss how he had a great influence on people understanding how important diversity is to the American mosaic.

• Read Happy Birthday Martin Luther King by Jean

Marzollo. Discuss with students the accomplishments of Martin Luther King. Have students illustrate one of the accomplishments spoken about in the book.

Freedom Day

• Show students a picture of the Liberty Bell. Discuss the location and importance of the Liberty Bell. Introduce the Thirteenth Amendment. Discuss with students that the Liberty Bell is a symbol of freedom. Have students color a picture of the Liberty Bell and write a statement about our freedom.

Women’s History

• Read aloud A Picture Book of Sacagawea by

David Adler. Discuss her contributions to the exploration of the United States. How is Sacagawea an American hero?

• Read aloud A Picture Book of Harriet Tubman by David Adler. Discuss Tubman’s accomplishment and how she is dressed in the pictures. How is her clothing different from today? How did she travel? How is this different from how we travel

Resources: Dr. Martin Luther King, Jr.

• A Picture Book of Martin Luther King by David Adler

• Happy Birthday Martin Luther King by Jean Marzollo

• Art supplies Freedom Day

• Picture of the Liberty Bell • Liberty Bell coloring page -

http://www.patrioticcoloringpages.com/patriotic-symbols/

Women’s History

• A Picture Book of Sacagawea by David Adler

• A Picture Book of Harriet Tubman by David Adler • Harriet Tubman:

http://www2.lhric.org/Pocantico/tubman/vocabquilt.htm

• Microsoft Word






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today? Students create a fact book about Harriet Tubman. On each of four pages, students write and illustrate one fact about Tubman.

• Provide students with a list of famous American women. Give a brief synopsis of each of these women. Students choose a woman in whom they are interested. Students read books and/or Internet sites about this woman. Students complete a factual book of at least 6 pages about this woman. Each page in the book depicts at least one fact. The book should also include a simple timeline of the woman’s life.

Emancipation Day

• Read aloud The Patchwork Path: A Quilt Map to Freedom by Bettye Stroud. Discuss the meaning of slavery and explain the escape to freedom was difficult. Discuss how the quilt was a secret means of communication. Have students create a quilt square and assemble into a class quilt.

• Read aloud Aunt Harriet’s Underground Railroad in the Sky by Faith Ringgold. Discuss how an underground railroad is not a train, but a way people helped each other. Students create a picture of something they can do because they are free and write a sentence about what they can do. Scaffold writing according to student ability.

Cinco de Mayo

• Discuss with students that Cinco de Mayo is celebrated on May 5th with colorful parades and picnics. Read Cinco de Mayo by Mary Dodson Wade and discuss the traditions and festivities that occur to celebrate this day.

• Technology • Famous American Women:

http://www.educationalsynthesis.org/famamer/Women.html

Emancipation Day

• The Patchwork Path: A Quilt Map to Freedom by Bettye Stroud

• Quilt square pattern • Construction paper

• Aunt Harriet’s Underground Railroad in the Sky by Faith Ringgold

Cinco de Mayo

• Cinco de Mayo by Mary Dodson Wade




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• Discuss the diversity of foods in other cultures. Celebrate Hispanic heritage by making enchiladas or some other cultural food.

Memorial Day

• Read the story Hero Mom by Melinda Hardin. Discuss the terms courage, bravery, and heroism with students. Have students draw a picture of something they did that was brave.

• Discuss the importance of Memorial Day and

how Americans show their pride on American holidays. Have students create a star wreath to display on Memorial Day.

Flag Day

• Read aloud I Pledge Allegiance by Bill Martin, Jr. Discuss the meaning of the words to “The Pledge of Allegiance.” Discuss why the flag has 13 stripes and 50 stars. Students use construction paper and other art materials to make an American flag. Have students use their flags in a patriotic parade to celebrate Memorial Day or Flag Day.

• Read about Flag Day and how it came to be.

Discuss why it is important to honor our flag.

• Online, view flags from several different countries. Discuss how the flag of the United States has changed and what each of these changes means.

• http://teacher.scholastic.com/activities/hispanic/act_recipe2.htm

Memorial Day

• Hero Mom by Melinda Hardin • Picture writing paper

• Red, white, and blue construction paper • Paper plate • http://www.enchantedlearning.com/crafts/me

morialday/starwreath/ Flag Day

• I Pledge Allegiance by Bill Martin, Jr.

• http://www.enchantedlearning.com/crafts/flagday/

• http://www.wave.net/upg/immigration/flags.html

http://teacher.scholastic.com/activities/hispanic/act_recipe2.htm

http://teacher.scholastic.com/activities/hispanic/act_recipe2.htm

http://www.enchantedlearning.com/crafts/memorialday/starwreath/

http://www.enchantedlearning.com/crafts/memorialday/starwreath/

http://www.enchantedlearning.com/crafts/flagday/


http://www.wave.net/upg/immigration/flags.html



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Juneteenth

• Explain to students that Juneteenth is a celebration of freedom. One of those freedoms was the freedom to learn. Slaves were kept from learning to read and write until slavery was abolished. Show students pictures of African-American inventors and their inventions. Discuss their contributions.

• Read aloud Juneteenth for Mazie by Floyd

Cooper. Discuss how the main character feels in the beginning of the story and how that changes. Have students discuss how they feel when they are told “No”.

Commodore Barry

• Discuss the contributions Commodore John Barry made to the United States and that he is known as the father of the United States Navy. Show students pictures of ships used during Revolutionary War. Discuss with students the difficulty of sailing during that time. Using a Venn diagram, have students compare ships of the revolutionary time to those of today.

Constitution Day

• Discuss with students how the Constitution provides everyone with rights, like the right to own personal property. Explain that all citizens have these rights. Compare these rights to classroom rules and that rules help protect students’ individual rights.

Juneteenth

• Pictures of African-American inventors and their inventions

• Juneteenth for Mazie by Floyd Cooper Commodore Barry

• Venn diagram Constitution Day

• List of classroom rules • Copy of the Constitution


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Columbus Day

• Discuss what the students’ know about Christopher Columbus. Discuss the trip Columbus made across the Atlantic Ocean and see if students are aware of the poem about him. Review rhyming words with students. Read the poem “In 1492” to the students and identify the rhyming words. Have students write their own poem about Columbus.

• Read Things that Go, by Anne Rockwell or any

other children’s book that discusses different types of transportation. Discuss places to travel and locate these on a map or globe. Have students explain what type of transportation is needed to get there.

Veteran’s Day

• Show students a picture of the Memorial Monument in Browns Mills located at the intersection of Trenton Road and Circle Drive. Discuss the importance of the monument. Have students draw a picture of a monument to honor future Veterans.

• Show students pictures of people in Army, Navy,

Air Force, Marine, and Coast Guard uniforms. Discuss each of these branches of the military. Have students write a thank you card to a military veteran. Display the cards on a bulletin board.

Columbus Day

• http://lessonplanspage.com/lasscolumbusdayrhymingin1492poemk1-htm/

• Things that Go, by Anne Rockwell • Globe or map • http://www.nea.org/tools/lessons/columbus-

day-grades-k-5.htm Veteran’s Day

• Picture of Memorial Monument - http://www.pemberton-twp.com/index.html

• Drawing paper

• Sample thank you cards • Construction paper

http://lessonplanspage.com/lasscolumbusdayrhymingin1492poemk1-htm/

http://lessonplanspage.com/lasscolumbusdayrhymingin1492poemk1-htm/

http://www.nea.org/tools/lessons/columbus-day-grades-k-5.htm

http://www.nea.org/tools/lessons/columbus-day-grades-k-5.htm

http://www.pemberton-twp.com/index.html


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Differentiation High-Achieving Students On Grade Level Students Struggling Students Special Needs/ELL

• Utilize technology

• Provide interest-based learning choices

• Student-led activities

• Problem-solve

collaboratively using background knowledge, talents, and skills

• Critical thinking

questions



• Provide student work samples

• Problem-solve collaboratively using background knowledge, talents, and skills

• Critical thinking questions

• Small group

instruction

• General use of varied modalities – kinesthetic, visual, auditory, tactile




• Pair with on grade level or higher-achieving students to problem-solve

• Modify critical

thinking questions

• Small group instruction

• Specific use of

modalities - kinesthetic, visual, auditory, tactile

• Paired projects with teacher guidance

• Flexible time allotment

• Repetition of

content




• Pair with on grade level or higher-achieving students to problem solve

• Modify critical

thinking questions


• Specific use of


• Small group projects with teacher guidance


• Repetition of

content


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Unit Title: Unit 1 Strand A: Civics, Government, & Human Rights

Stage 1: Desired Results Standards & Indicators: NJSLS Social Studies: 6.1.4.A.1 6.1.4.A.9 6.1.4.A.10 6.1.4.A.11 6.3.4.A.1 NJSLS English Language Arts: RL.1.1 RL.1.2 RL.1.3 RL.1.4 RL.1.5 RL.1.6 RL.1.7 RL.1.9 RL.1.10 RI.1.1 RI.1.2 RI.1.3 RI.1.4 RI.1.5 RI.1.6 RI.1.7 RI.1.8 RI.1.10 W.1.1 W.1.2 W.1.3 W.1.5 W.1.6 W.1.7 W.1.8 SL.1.1 SL.1.2 SL.1.3 SL.1.4 SL.1.5


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SL.1.6 NJSLS 21st Century Life and Careers: CRP1 CRP4 CRP7 CRP8 CRP9 CRP11 CRP12 Holocaust Education: Holocaust Education is an important area of a balanced and inclusive Social Studies program. It is infused into teaching by including the following topics:

• Exploring the Uniqueness of Each Person • Understanding and Applying Respect, Trust, and Caring • Bullying • Friendship • Cultural Contributions of Ethnicities • Prejudice • Standing Up for What is Right • Laws and Rules for Peace and Harmony

Read alouds of exemplary children’s literature that include characters from various ethnicities, problem solving, friendship, and leadership readily meet the requirements of including Holocaust Education in the Social Studies curriculum.


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• Explain the need for rules, laws, and government.

• Recognize real people and fictional characters who have demonstrated responsible leadership.

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

• Explain that a responsibility means something you must or should do.

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

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

• Explain that justice means fairness to all.

• Develop simple timelines.

• Recognize change and continuity in their lives.

• Retell events or stories with accuracy and appropriate sequencing.

Essential/Guiding Question:

• Why should we follow rules?

• How do laws help communities?

• How do community leaders help people?

• How can I take responsibility for my own actions?

• How can you show respect for the rights of others?

• Why is Martin Luther King, Jr. an American hero?

Content:

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

• The examination of individual experiences,

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

Skills(Objectives):

• Rules and laws

• Responsibility of citizens

• Following rules

• Rights of citizens

• Statue of Liberty

• Civil Rights


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• The United States democratic system requires

active participation of its citizens.

• The world is comprised of nations that are

similar to and different from the United States.

• Active citizens in the 21st century:

Recognize that people have different perspectives based on their beliefs, values, traditions, culture, and experiences.

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

• Preamble to the Constitution

• Freedom

• Independence Day

• American Red Cross


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o Dramatic Reenactment, Props o Photographs

Other Evidence: • Tests and Quizzes • Rubrics • Teacher Observation and Anecdotal Notes • Participation • Cooperation • Collaboration


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Stage 3: Learning Plan Learning Opportunities/Strategies: Rules and Government Laws:

• Make a K-W-L Chart to list what students know and want to learn about laws.

• Introduce vocabulary words, “community,” “citizen,” “rule,” “law,” and “vote.” Discuss the difference between a rule and a law.

• Review classroom rules with the class. Demonstrate procedures that will make following the rules easier.

• Discuss signs used in the community and their meaning. What would happen if someone decided to ignore signs? Students work collaboratively to create a book explaining why obeying signs is important.

• Discuss “The Golden Rule.” Brainstorm ideas on how we follow the rule every day. If we break “The Golden Rule,” what is the effect?

• Discuss the various rights we have. Talk about

how people are allowed to talk about what they think, but they have to follow rules when they do this.

Resources: Rules and Government Laws:

• http://www.educationworld.com/tools_templates/kwl_nov2002.doc

• Definition of vocabulary terms

• List of classroom rules

• Photographs of various signs

• Definition of “The Golden Rule”

• Chart paper

• Definition of rights and freedom of speech

http://www.educationworld.com/tools_templates/kwl_nov2002.doc

http://www.educationworld.com/tools_templates/kwl_nov2002.doc


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• Discuss an outside game that the whole class enjoys playing. Chart the rules for the game. Talk about what procedures are needed to make sure the rules are followed. Have the entire class participate in playing the game while following the rules.

• Read aloud Rosa by Nikki Giovanni. Discuss her

accomplishments. Discuss how even though she disagreed with the law, she always showed respect for others. Chart the sequence of events that occurred in the book. Collaboratively make a timeline of what happens in the book. Discuss how timelines help find information quickly.

• Discuss with class that fairness means people receive what they need, while equal means they receive the same thing.

• Chart paper

• Rosa by Nikki Giovanni • Graphic organizer

• http://www.readwritethink.org/materials/timeline/

• Definition and examples of fair and equal

http://www.readwritethink.org/materials/timeline/



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Learning Opportunities/Strategies: Human Rights and Freedom:

• Read aloud A Picture Book of Martin Luther King by David Adler. Discuss what events in Martin Luther King’s childhood affected him to be a civil rights leader. Discuss how he had a great influence on people understanding how important diversity is to the American mosaic.

• Read aloud We the Kids: The Preamble to the Constitution of the United States by David Catrow. Discuss the importance of the preamble and why freedom is important.

• Read aloud Independence Day by David Marx.

Discuss why July 4th is important to the United States.

• Take a photo tour of the Statue of Liberty. Discuss why the Statue of Liberty is important.

• Plan a patriotic party. Complete a K-W-L chart about the flag. Students can learn a small portion of the Preamble, the Declaration of Independence, or the Gettysburg Address. Students also learn a patriotic song to sing. Students invite classes to view presentation.

Resources: Human Rights and Freedom:

• A Picture Book of Martin Luther King by David Adler

• We the Kids: The Preamble to the Constitution of the United States by David Catrow

• Independence Day by David Marx

• https://www.nps.gov/stli/learn/photosmultimedia/virtualtour.htm

• K-W-L graphic organizer • http://www.education-

world.com/tools_templates/kwl_nov2002.doc • Invitations

https://www.nps.gov/stli/learn/photosmultimedia/virtualtour.htm

https://www.nps.gov/stli/learn/photosmultimedia/virtualtour.htm

http://www.education-world.com/tools_templates/kwl_nov2002.doc

http://www.education-world.com/tools_templates/kwl_nov2002.doc


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• Read aloud Clara Barton: Spirit of the American Red Cross by Patricia Lakin. Discuss how Clara Barton founded the Red Cross and demonstrated responsibility.

• Read Harvesting Hope: The Story of Cezar Chavez by K. Krull. Discuss his life. Create a classroom timeline of his life and accomplishments.

• Clara Barton: Spirit of the American Red Cross by Patricia Lakin

• Definition of Red Cross

• Harvesting Hope: The Story of Cezar Chavez by K. Krull





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• Problem-solve



questions






• Small group

instruction






• Modify critical

thinking questions


• Specific use of




• Repetition of

content





• Modify critical

thinking questions


• Specific use of




• Repetition of

content


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Unit Title: Unit 2 Strand B: Geography, People, & the Environment

Stage 1: Desired Results Standards & Indicators: NJSLS Social Studies: 6.1.4.B.1 6.1.4.B.3 6.1.4.B.4 6.1.4.B.7 6.3.4.B.1 NJSLS English Language Arts: RL.1.1 RL.1.2 RL.1.3 RL.1.4 RL.1.5 RL.1.6 RL.1.7 RL.1.9 RL.1.10 RI.1.1 RI.1.2 RI.1.3 RI.1.4 RI.1.5 RI.1.6 RI.1.7 RI.1.8 RI.1.9 RI.1.10 W.1.1 W.1.2 W.1.3 W.1.5 W.1.6 W.1.7 W.1.8 SL.1.1 SL.1.2 SL.1.3 SL.1.4


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SL.1.5 SL.1.6 NJSLS Technology: 8.1.5.A.2 NJSLS 21st Century Life and Careers: CRP1 CRP4 CRP7 CRP8 CRP9 CRP11 CRP12


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• Explain the spatial concepts of location, distance, and directions.

• Demonstrate basic globe and map skills.

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

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

• Recognize real and fictional characters who have demonstrated responsibility.

• Recognize the names of major figures in American history.

• Explain that the globe is a model of the earth and maps are representations of locations.

• Describe the physical features of places and regions on a simple scale.

• Describe the physical and human characteristics of places.

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

• Recognize that the relationship of the Earth to the sun affects weather conditions, climate, and seasons.

• Describe the impact of weather on everyday life.


• What tools can I use to find my way to a place I have never visited before?

• What contributions did Benjamin Franklin make to the United States that we still use today?

• How can maps help me find my way?

• How can a map help me find places?

• What kinds of land and water does the United States have?

• How do people use and save resources?

• What contributions has George Washington Carver made to use our resources wisely?

• How does weather affect people?

• How are the lives of people today different from the lives of people long ago?

• Why is Sandra Day O’Connor important to American history?


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Content:

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

• Places are jointly characterized by their physical

and human properties.

• Patterns of settlement across Earth’s surface

differ markedly from region to region, place to place, and time to time.


Are aware of their relationships to people, places, and resources in the local community and beyond.

Skills(Objectives):

• Map and Globe Skills

• Land masses

• Bodies of water

• Physical features of the Earth

• Natural resources

• Conservation and recycling

• Environments

• National landmarks

• Contribution of Famous Americans

• Weather extremes

• Four seasons


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• Written Products o Journal Responses o Learning Logs o Lists o Graphic Organizers



o Dramatic Reenactment, Props



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Stage 3: Learning Plan Learning Opportunities/Strategies: Maps:

• Display a map with a key. Discuss what the symbols on the map key mean. Encourage students to find locations on the map using the map key.

• Students visit a website that offers an

interactive map and answer questions about the map.

• Place a copy of As the Crow Flies: A First Book of Maps by Gail Hartman in the classroom library. Encourage students to look through the book and learn about maps. Scaffolded: Use Me on the Map by Joan Sweeney for students struggling with reading.

• Define “state,” “country,” “globe,” “resource,” and “continent.”

• Read aloud a poem or story about making maps. Discuss what kind of things can be found on maps.

• Use an interactive map for students to practice using a map.

• Students practice finding land and water masses on a globe. Students should also practice finding continents and naming them.

Resources: Maps:

• http://www.harcourtschool.com/ss1/skills/g1_u1_pittsburgh.html

• http://www.harcourtschool.com/ss1/skills/g1_u1_pittsburgh.html

• As the Crow Flies: A First Book of Maps by Gail Hartman

• Me on the Map by Joan Sweeney

• Definitions of vocabulary terms

• Poem or story about map making

• http://mrnussbaum.com/cstates-play

• Globe • List of water and land masses

http://www.harcourtschool.com/ss1/skills/g1_u1_pittsburgh.html




http://mrnussbaum.com/cstates-play


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• Discuss compass points and cardinal directions. Students use a compass to determine what direction each wall in the classroom is on. Students create signs to mark the walls by their direction.

• Compass


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Learning Opportunities/Strategies: Environment:

• Begin a recycling campaign in the classroom. Graph the weight of paper recycled or the number of cans or plastic bottles collected. Continue collecting and graphing throughout the year.

• Read aloud From Coast to Coast by Marcia Freeman. Discuss the various environments in the United States.

• Assist students to brainstorm a list of environments found in the United States, such as mountains, forest, beach, and desert. Remind students that descriptive words help the reader use his/her senses to connect with what they have written. Children then write a sentence to describe an environment and create a picture to depict it. Bind the pages together into a class book.

• Assist students to brainstorm a list of natural resources. Discuss why natural resources are important and how recycling/conserving helps our environment.

• In small groups, students go through magazines and find pictures of things made from different kinds of resources. Students use pictures to create a collage of these items. Each group writes a caption on the collage of what they found.

Resources: Environment:

• http://nces.ed.gov/nceskids/createagraph/default.aspx

• Graph paper

• From Coast to Coast by Marcia Freeman

• Definition of environments • Technology – Microsoft Word

• Definition of natural resource • Examples of recycling and conservation

• Magazines

http://nces.ed.gov/nceskids/createagraph/default.aspx



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Learning Opportunities/Strategies: People:

• Read aloud Tapenum’s Day: A Wampanoag Indian Boy in Pilgrim Times by Kate Waters. Discuss how Native Americans lived then and how they helped Pilgrims.

• Discuss how Native Americans were the first known people to live in what is now the United States. Discuss how other people immigrated to the United States. Describe Columbus, Pilgrims, and others as immigrants.

• Read aloud A Picture Book of George Washington Carver by David Adler. Discuss how Carver’s discoveries helped people use natural resources effectively.

• Read aloud Who Was Daniel Boone? by Sydelle Kramer. Discuss Daniel Boone’s life. Is Daniel Boone an American hero? Why or why not?

• Read aloud Who Was Daniel Boone? by Sydelle Kramer. Discuss his role in the forming of the United States.

Resources: People:

• Tapenum’s Day: A Wampanoag Indian Boy in Pilgrim Times by Kate Waters

• https://www.plimoth.org/learn/just-kids/homework-help/who-were-pilgrims

• A Picture Book of George Washington Carver by David Adler

• Who Was Daniel Boone? by Sydelle Kramer

• Who Was Daniel Boone? by Sydelle Kramer

https://www.plimoth.org/learn/just-kids/homework-help/who-were-pilgrims

https://www.plimoth.org/learn/just-kids/homework-help/who-were-pilgrims


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Learning Opportunities/Strategies: Landmarks:

• Pea Island National Wildlife Refuge

• Everglades National Park

• View photos of several American landmarks and discuss what each landmark stands for.

• Take a virtual trip to a national park.

Resources:

Landmarks:

• https://www.fws.gov/refuge/pea_island/

• https://www.nps.gov/ever/index.htm

• https://bensguide.gpo.gov/liberty-bell-1753

• https://www.nps.gov/index.htm

https://www.fws.gov/refuge/pea_island/

https://www.nps.gov/ever/index.htm

https://bensguide.gpo.gov/liberty-bell-1753

https://www.nps.gov/index.htm


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Learning Opportunities/Strategies: Climate and Seasons:

• Read aloud The Reasons for the Seasons by Gail Gibbons. Discuss how seasons change and the weather patterns found in each season.

• Students share memories of things they have done during each season. Discuss how the change in seasons affects what people do. Students write about what they did during a specific season and how they prepare for that season.

• Discuss what happens during a drought, during a bad storm, etc.

• Develop a simple picture timeline for a living thing or the seasons. Discuss how timelines can be used to get factual information quickly.

Resources: Climate and Seasons:

• The Reasons for the Seasons by Gail Gibbons

• http://www.enchantedlearning.com/themes/seasons.shtml

• Definitions of extreme weather


http://www.enchantedlearning.com/themes/seasons.shtml

http://www.enchantedlearning.com/themes/seasons.shtml




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• Problem-solve



questions






• Small group

instruction






• Modify critical

thinking questions


• Specific use of




• Repetition of

content





• Modify critical

thinking questions


• Specific use of




• Repetition of

content


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Unit Title: Unit 3 Strand C: Economics, Innovation, & Technology

Stage 1: Desired Results Standards & Indicators: NJSLS Social Studies: 6.1.4.C.2 6.1.4.C.6 6.1.4.C.9 6.1.4.C.12 6.1.4.C.15 6.1.4.C.18 6.3.4.C.1 NJSLS English Language Arts: RL.1.1 RL.1.2 RL.1.3 RL.1.4 RL.1.5 RL.1.6 RL.1.7 RL.1.9 RL.1.10 RI.1.1 RI.1.2 RI.1.3 RI.1.4 RI.1.5 RI.1.6 RI.1.7 RI.1.8 RI.1.9 RI.1.10 W.1.1 W.1.2 W.1.3 W.1.5 W.1.6 W.1.7 W.1.8 SL.1.1 SL.1.2


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SL.1.3 SL.1.4 SL.1.5 SL.1.6 NJSLS 21st Century Life and Careers: CRP1 CRP4 CRP7 CRP8 CRP9 CRP11 CRP12 9.1.4.D.1


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• Apply terms related to past, present, and future.

• Identify the basic goods and services a family needs for everyday life.

• Identify various jobs and explain how workers in those jobs receive income for their work.

• Identify the basic goods and services a family needs for everyday life.

• Explain how the products individuals eat, wear, and use impact their health and safety and the environment.

• Identify what it means to save money.

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


• How do government services help us?

• Why are good and services important?

• What kinds of jobs do people do?

• Why do people buy and sell?

• How are goods made in a factory?

• How has transportation changed over time?

• What has caused the changed in transportation to happen?

• What American aviators and/or astronauts have contributed to America’s accomplishments?

Content:

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

• Interaction among various institutions in the

local, national, and global economies influences policymaking and societal outcomes.

• Availability of resources affects economic

outcomes.

• Creativity and innovation affect lifestyle, access

to information, and the creation of new products and services.

• Economic opportunities in New Jersey and other

states are related to the availability of resources

Skills(Objectives):

• Goods and services

• Community workers

• Community occupations

• Services offered in the community

• Manufacturing

• Modes of transportation

• Technology and transportation

• Technology and communication

• Saving money


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and technology.

• Creativity and innovation have led to

improvements in lifestyle, access to information, and the creation of new products.




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Stage 3: Learning Plan Learning Opportunities/Strategies: Employment:

• Visit the Pemberton Township website and view using a smartboard. Explore who the mayor is, how big the township is, what kinds of activities the township provides, and the job of the mayor. Complete a Venn diagram with the class comparing/contrasting the job of the principal and the mayor.

• Invite the principal to visit the classroom to discuss what his/her job is. Students then write one or two sentences explaining what a principal does and why.

• Invite a firefighter to visit the class. Talk about fire safety and how the township helps the firefighters do their jobs.

• Discuss what kinds of services the township

offers for people living in Pemberton Township.

• Read about various jobs people do in the community, such as police officers, librarians, and maintenance workers.

• Read aloud ABC of Jobs by Roger Priddy. Describe the different jobs listed in the book. Each student chooses a job he/she may like to do and creates a picture performing the job. Each student writes one or two sentences explaining what it would be like to perform this job.

Resources: Employment:

• Smartboard • http://www.pemberton-twp.com/ • http://www.education-

world.com/tools_templates/D_venn2_2.doc

• Invitation • List of questions for the principal

• Invitation • https://www.usfa.fema.gov/prevention/outreac

h/

• http://www.pemberton-twp.com/

• List of job responsibilities of community workers

• ABC of Jobs by Roger Priddy

http://www.pemberton-twp.com/

http://www.education-world.com/tools_templates/D_venn2_2.doc


https://www.usfa.fema.gov/prevention/outreach/

https://www.usfa.fema.gov/prevention/outreach/

http://www.pemberton-twp.com/


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• Students create thank you cards to firefighters or police officers and explain what they do for the community in the card or drawing.

• Read aloud How to Make an Apple Pie and See the World by M. Priceman. Discuss the sequence of events that lead the baker around the world.

• Students interview a family member to discuss what type of job they have and what duties are involved in performing the job. Students write two or three sentences about the person’s job and report back to the class.

• Discuss that there are some jobs for which people do not get paid. Talk about a volunteer job the class can do, such as running a canned food collection or making cards for military service people overseas. Plan and chart the steps needed to make the project successful.

• View a virtual field trip to a farm. Discuss the various jobs completed on a farm and what is happening in the video clips.

• View a virtual field trip to a candy factory. Chart the sequence needed to make either bubble gum or gumballs. Compare and contrast the various jobs performed in a factory to the jobs performed on a farm.

• Describe a simple process, such as making a

peanut butter sandwich. Create a simple flowchart to show the steps in the process. Discuss how the flowchart can be used as a quick reference.

• http://www.dltk-cards.com/cc1.asp

• How to Make an Apple Pie and See the World by M. Priceman

• http://my.hrw.com/nsmedia/intgos/html/igo.htm

• Microsoft Word • Interview question


• http://www.timeforkids.com/photos-video/video/life-farm-170961

• http://tootsie.com/plant-tour/ • http://pbskids.org/rogers/picpic.html


http://www.dltk-cards.com/cc1.asp

http://my.hrw.com/nsmedia/intgos/html/igo.htm




http://www.timeforkids.com/photos-video/video/life-farm-170961

http://www.timeforkids.com/photos-video/video/life-farm-170961

http://tootsie.com/plant-tour/

http://pbskids.org/rogers/picpic.html




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Learning Opportunities/Strategies: Innovation and Technology:

• Read aloud Now and Ben: The Modern Inventions of Benjamin Franklin by G. Barretta. Discuss how Ben Franklin founded the first fire department in the United States. Make a timeline of his various inventions.

• Explore different types of transportation using the following website:

• View pictures of telephones. Discuss how phones have changed over the year. Why do you think phones have changed? Talk about how tools change to make them easier to use.

• View pictures of schools from the beginning of the 20th Century and today. Discuss how the schools are the same and how they are different. Complete a Venn diagram to compare/contrast. Discuss what has caused changes in schools to occur.

• Read aloud Go Dog Go! By P.D. Eastman. Discuss the cars the dogs are using in the story. View pictures of cars from the early 1900s to now. Discuss how cars have changed.

• Read aloud Mike Mulligan and his Steam Shovel by Virginia Lee Burton. Discuss how the story explains that while steam shovels used to be important, they became out of date. What other modes of transportation have become out of date?

• Discuss how technology has changed transportation.

Resources: Innovation and Technology:

• Now and Ben: The Modern Inventions of Benjamin Franklin by G. Barretta


• http://www.dltk-kids.com/crafts/transportation/index.html

• Pictures of telephones

• http://www.education-world.com/tools_templates/D_venn2_2.doc

• Go Dog Go! By P.D. Eastman • Pictures of cars

• Mike Mulligan and his Steam Shovel by Virginia Lee Burton

• http://amhistory.si.edu/onthemove/themes/story_50_1.html



http://www.dltk-kids.com/crafts/transportation/index.html

http://www.dltk-kids.com/crafts/transportation/index.html



http://amhistory.si.edu/onthemove/themes/story_50_1.html

http://amhistory.si.edu/onthemove/themes/story_50_1.html


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Learning Opportunities/Strategies: Economics:

• Read aloud The Go-Around Dollar by Barbara Adams. Discuss how money travels from person to person.

• Read about marketplaces. Discuss what types of goods and services are normally available at a marketplace. Where are the marketplaces in our community? Students practice recalling and retelling information learned about marketplaces.

• Discuss the meaning of the terms “goods” and “services.” Students give examples of what these are and what they are not.

• Students create a goods and services mobile. Using two paper plates, write “goods” on one paper plate and “services” on another paper plate. Students draw goods and services on the appropriate paper plate

• Discuss how people use money to obtain goods and services. Discuss what goods and services their families purchase.

• Discuss the importance of saving money. Invite a local bank employee to visit the class and discuss the importance of saving money.

• Read aloud Our Old House by Susan Vizurraga. Discuss how people buy and sell houses and how houses have changed over time. Students work in pairs to write what happens first, next, and last.

Resources Economics:

• The Go-Around Dollar by Barbara Adams

• Definition of marketplace

• Definition of “goods” and “services”

• Paper plates • Yarn or twine

• Definition of “goods” and “services”

• Invitation

• Our Old House by Susan Vizurraga


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• Problem-solve



questions






• Small group

instruction






• Modify critical

thinking questions


• Specific use of




• Repetition of

content





• Modify critical

thinking questions


• Specific use of




• Repetition of

content


1 | P a g e

Unit Title: Unit 4 Strand D: History, Culture, & Perspectives

Stage 1: Desired Results Standards & Indicators: NJSLS Social Studies: 6.1.4.D.2 6.1.4.d.12 6.1.4.D.13 6.1.4.D.17 6.1.4.D.19 6.1.4.D.20 6.3.4.D.1 NJSLS English Language Arts: RL.1.1 RL.1.2 RL.1.3 RL.1.4 RL.1.5 RL.1.6 RL.1.7 RL.1.9 RL.1.10 RI.1.1 RI.1.2 RI.1.3 RI.1.4 RI.1.5 RI.1.6 RI.1.7 RI.1.8 RI.1.9 RI.1.10 W.1.1 W.1.2 W.1.3 W.1.5 W.1.6 W.1.7 W.1.8 SL.1.1 SL.1.2


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SL.1.3 SL.1.4 SL.1.5 SL.1.6 NJSLS Technology: 8.1.5.A.2 NJSLS Mathematics: 1.MD.C NJSLS 21st Century Life and Careers: CRP1 CRP4 CRP7 CRP8 CRP9 CRP11 CRP12 Holocaust Education: Holocaust Education is an important area of a balanced and inclusive Social Studies program. It is infused into teaching by including the following topics:

• Exploring the Uniqueness of Each Person • Understanding and Applying Respect, Trust, and Caring • Bullying • Friendship • Cultural Contributions of Ethnicities • Prejudice • Standing Up for What is Right • Laws and Rules for Peace and Harmony

Read alouds of exemplary children’s literature that include characters from various ethnicities, problem solving, friendship, and leadership readily meet the requirements of including Holocaust Education in the Social Studies curriculum.


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

• Describe how American citizens can participate in community

• Tell about their family heritage using stories, songs, and drawings.

• Identify traditions and celebrations of various cultures.

• Participate in activities such as dance, song, and

games that represent various cultures.

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

• Identify sources of information on local, national, and international events.

• Discuss the contributions important women, African Americans, and Native Americans to US and NJ history.

• Identify traditions and celebrations of various cultures.

• Explain that justice means fairness to all.

• Recognize the names of major figures in American history.

• Explain concepts of long ago and far away.


• How do community leaders help people?

• How have Native Americans affected our culture?

• What do folktales tell you about cultures?

• How do people celebrate their culture?

• How can other cultures help me learn to be a responsible person?

• What current events are happening in my community?

• How are the lives of people today different from the lives of people long ago?

• What were schools like long ago?

• Why is Sandra Day O’Connor important to American history?

• What famous female American is important to me? What can I find out about her?

• What American aviators and/or astronauts have contributed to America’s accomplishments?

• Why do we have national holidays?


4 | P a g e

• Develop simple timelines.

• Recognize change and continuity in their lives.

• Identify symbols of American values and beliefs such as the American Flag and the Statue of Liberty.

• Explain that the US is a diverse nation and one of many nations in the world.

• Explain the historical significance of major national holidays.

Content:

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

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

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

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

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

• People view and interpret events differently because of the times in which they live, the experiences they have had, the perspectives

Skills(Objectives):

• Immigration

• Famous American women

• Folklore and folktales

• Cultural holidays and customs

• Historical symbols and monuments

• National holidays and their significance

• Perspectives of other cultures

• Baltimore Fire of 1904

• Travel in colonial days

• Importance of Philadelphia


5 | P a g e

held by their cultures, and their individual points of view.



Identify stereotyping, bias, prejudice, and discrimination in their lives and communities.


6 | P a g e


• Written Products o Journal Responses o Learning Logs o Lists o Graphic Organizers






7 | P a g e

Stage 3: Learning Plan Learning Opportunities/Strategies: Historical Figures:

• Display picture of “Uncle Sam.” Discuss his old fashioned clothes. Create a new picture of Uncle Sam with updated clothing.

• Read aloud A Picture Book of Sacagawea by David Adler. Discuss her contributions to the exploration of the United States. How is Sacagawea an American hero?

• Read aloud A Picture Book of Harriet Tubman by David Adler. Discuss Tubman’s accomplishment and how she is dressed in the pictures. How is her clothing different from today? How did she travel? How is this different from how we travel today? Students create a fact book about Harriet Tubman. On each of four pages, students write and illustrate one fact about Tubman.

• Provide students with a list of famous American women. Give a brief synopsis of each of these women. Students choose a woman in whom they are interested. Students read books and/or Internet sites about this woman. Students complete a factual book of at least 6 pages about this woman. Each page in the book depicts at least one fact. The book should also include a simple timeline of the woman’s life.

• Read aloud One Giant Leap: The Story of Neil Armstrong by Don Brown. Discuss how Neil Armstrong was the first person to walk on the moon. Is he an American hero?

Resources: Historical Figures:

• Picture of “Uncle Sam” • https://bensguide.gpo.gov/j-uncle-

sam?highlight=WyJ1bmNsZSIsInNhbSIsInVuY2xlIHNhbSJd

• A Picture Book of Sacagawea by David Adler

• A Picture Book of Harriet Tubman by David Adler • Harriet Tubman:


• Microsoft Word

• Technology • Famous American Women:


• One Giant Leap: The Story of Neil Armstrong by Don Brown

https://bensguide.gpo.gov/j-uncle-sam?highlight=WyJ1bmNsZSIsInNhbSIsInVuY2xlIHNhbSJd








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• Read A Picture Book of Amelia Earhart by David A. Adler. What is Earhart famous for? Why is Earhart famous today?

• Class chooses one aviator read about. Class helps to write a play for a puppet show about this aviator. Students create puppets for their characters in the play. Students write invitations to specific people to attend the play and deliver the invitations.

• A Picture Book of Amelia Earhart by David A. Adler

• Art supplies • Invitation


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Learning Opportunities/Strategies: Holidays:

• Discuss how many people are involved in making a family Thanksgiving Feast possible. Chart the steps and people needed for one product, such as apple sauce, to get from an apple tree on a farm to the family table.

• Read aloud Seven Spools of Thread: A Kwanzaa Story by Angela Medearis. Discuss the principles of Kwanzaa. In seven small groups, students work on posters to explain one of the principles and create pictures of people meeting the principle’s teachings.

• Choose a specific culture that celebrates a winter holiday. Using a variety of research tools, e.g., internet, library, etc., research the culture with the class, learn about foods from the culture, and learn a song and/or dance from the culture. Celebrate learning about this culture with a Cultural Fair or party.

• Using a Venn diagram compare and contrast various winter holidays and their cultural customs.

• Read Latkes and Applesauce by Fran Manushkin. Discuss how this folktale teaches a lesson about greed and also revolves around the cultural holiday of Hanukkah. Consider making latkes in the classroom.

• Read about Flag Day and how it came to be. Discuss why it is important to honor our flag.

Resources: Holidays:

• Chart paper

• Seven Spools of Thread: A Kwanzaa Story by Angela Medearis

• Poster paper

• Technology


• Latkes and Applesauce by Fran Manushkin

• http://www.enchantedlearning.com/crafts/flagday/






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• Online, view flags from several different countries. Discuss how the flag of the United States has changed and what each of these changes means.

• Discuss the various holidays that are used to celebrate the United States. What kinds of activities happen on these days?

• Discuss how national holidays help us come together as a country. Discuss how even though everyone is different these are times to find how we are alike.

• http://www.wave.net/upg/immigration/flags.html

• https://www.redcort.com/us-federal-bank-holidays/

• https://www.redcort.com/us-federal-bank-holidays/



https://www.redcort.com/us-federal-bank-holidays/





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Learning Opportunities/Strategies: Perspectives:

• Make a picture graph of the students’ favorite type of apples. Ask questions that students can answer from using the picture graph.

• Read aloud Apple Pie Fourth of July by Janet S. Wong. Discuss how many ethnicities make up the mosaic of the culture of the United States.

• Provide an in-depth look at what school was like in a one-room school house. Display pictures of students who used to attend such schools. Working with technology coordinator, have students take digital photographs of their own school. Students make a factual book about their own school.

• View a virtual tour of Williamsburg or another

colonial town. Discuss how horses were the only mode of transportation other than walking. How has life changed since then?

Resources: Perspectives:

• http://www.beaconlearningcenter.com/WebLessons/IAmSpecial/default.htm

• Apple Pie Fourth of July by Janet S. Wong

• One-room School House Lesson Plan: http://edsitement.neh.gov/view_lesson_plan.asp?id=319#LESSON1

• http://www.history.org/. Click on Revolutionary City Multimedia, and then choose slide show

http://www.beaconlearningcenter.com/WebLessons/IAmSpecial/default.htm

http://www.beaconlearningcenter.com/WebLessons/IAmSpecial/default.htm

http://edsitement.neh.gov/view_lesson_plan.asp?id=319#LESSON1

http://edsitement.neh.gov/view_lesson_plan.asp?id=319#LESSON1

http://www.history.org/


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Learning Opportunities/Strategies: Culture and Immigration:

• Read aloud Families by Ann Morris. Discuss how families are the same and different around the world. Ask students to think about their own families. Students write at least three sentences describing their own family and create a picture of their family.

• Read aloud Sweet Potato Pie by Kathleen Lindsey. Discuss what steps this African-American family takes to save the farm.

• Read aloud a folktale from another country and a folktale from North America. Complete a Venn diagram to determine how these two folktales are the same and different.

• Read a South American folktale. Discuss the culture from which the folktale came. Discuss what the folktale teaches people.

• Using a Venn diagram chart “The Differences Between Then and Now.” Chart how people used to dress and how they dress now, what tools used to exist and how they have changed, and what children used to do for fun and what they do now. Discuss how the world is constantly changing and what is causing changes to happen.

Resources: Culture and Immigration:

• Families by Ann Morris

• Sweet Potato Pie by Kathleen Lindsey

• Copies of folktales • http://www.education-

world.com/tools_templates/D_venn2_2.doc

• South American folktale







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Learning Opportunities/Strategies:

Immigration and Community:

• Read aloud Coming to America: The Story of Immigration by Betsy Maestro. Discuss how different cultures and ethnicities have immigrated here over the years and how they have contributed to our culture.

• Take a virtual tour of Ellis Island. Discuss how many people came through Ellis Island to immigrate to the United States. Students ask family members if anyone in their family came through Ellis Island to come to America. Chart the results on a graph.

• Read aloud What is a Community from A to Z by

Bobbie Kalman. Discuss the concepts and attributes of a community.

Resources:

Immigration and Community:

• Coming to America: The Story of Immigration by Betsy Maestro

• http://teacher.scholastic.com/ACTIVITIES/IMMIGRATION/tour/stop1.htm

• http://nces.ed.gov/nceskids/createagraph/default.aspx

• What is a Community from A to Z by Bobbie Kalman

http://teacher.scholastic.com/ACTIVITIES/IMMIGRATION/tour/stop1.htm

http://teacher.scholastic.com/ACTIVITIES/IMMIGRATION/tour/stop1.htm




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Learning Opportunities/Strategies:

Events:

• Teacher chooses an event that has occurred in Pemberton Township or Burlington County. Display newspaper article about the event and discuss the event with students. Discuss how people can learn what is going on in their community through various media.

• Read aloud Aunt Flossie’s Hats by E. F. Howard. Discuss how the story covers a great deal of time. Discuss that the fire is probably the Great Baltimore Fire of 1904. Visit a website about the fire. What is an item that helps you remember an event from the past? Describe the item and explain what it helps you remember and why. Create a picture of the item.

• Students create a timeline of their own lives. Students draw the pictures for the timeline or bring in photographs from home.

• Take a virtual tour of Philadelphia. Discuss the importance of Philadelphia in the forming of the United States.

Resources:

Events:

• Newspaper article

• Aunt Flossie’s Hats by E. F. Howard • http://www.digitalmaryland.org/


• http://www.ushistory.org/tour/

http://www.digitalmaryland.org/



http://www.ushistory.org/tour/


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• Problem-solve



questions






• Small group

instruction






• Modify critical

thinking questions


• Specific use of




• Repetition of

content





• Modify critical

thinking questions


• Specific use of




• Repetition of

content

unit cumulative mp units *total **total · o compare dr. king’s childhood to their ... sacagawea...

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