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Rockaway Township Public Schools Social Studies
First Grade
Marking Period
Unit Topics
1 Citizenship Rules
1 Geography Map skills
1 Columbus Columbus’s voyage & Columbus Day 2 Pilgrims The Pilgrims 1st year & the 1st Thanksgiving
2 Multicultural Holidays in December Hannukah, Christmas, Kwanzaa
3 Black History Month Martin Luther King, Jr., Rosa Parks, Ruby Bridges
4 Economics Needs & Wants, Good & Services
4 Patriotic Symbols Statue of Liberty, flag, Bald Eagle, the White House
Rockaway Township Public Schools Social Studies
Unit Title: Time Frame: Citizenship 1st Marking Period
Cumulative Progress Indicator Number(s): 21st Century Theme 6.1.4.A.1 Explain how rules and laws created by community,
state, and national governments protect the rights of people, help resolve conflicts, and promote the common good.
6.1.4.A.11 Explain how the fundamental rights of the individual and the common good of the country depend upon all citizens exercising their civic responsibilities at the community, state, national, and global levels.
6.1.4.A.15 Explain how and why it is important that people from diverse cultures collaborate to find solutions to community, state, national, and global challenges.
6.3.4.A.1 Evaluate what makes a good rule or law. 6.3.4.D.1 Identify actions that are unfair or discriminatory, such as
bullying, and propose solutions to address such actions.
Civic Literacy
Enduring Understandings: Essential Questions: Rules are created to protect the rights of people and help
solve problems.
People’s rights and the common good depends on others being good citizens.
All people can work together to solve problems.
A good rule is one that everyone can follow.
Why do we need rules?
Who makes rules?
How do rules help us?
How can everyone help make rules?
What makes a good rule?
Unit Learning Targets: The student will be able to….
Suggested Activities: Including Differentiated Strategies (DI)
Rockaway Township Public Schools Social Studies
Explain how rules and laws created by community, state, and national governments protect the rights of people, help resolve conflicts, and promote the common good.
Explain how the fundamental rights of the individual and the common good of the country depend upon all citizens exercising their civic responsibilities at the community, state, national, and global levels.
Explain how and why it is important that people from diverse cultures collaborate to find solutions to community, state, national, and global challenges.
Evaluate what makes a good rule or law.
Read & complete activities from Never Spit on Your Shoes.
Read & complete activities from Brand New Pencils, Brand New Books.
Brainstorm rules that are appropriate for the classroom and sign rules with the teacher once the rules are determined and post for display. (required activity to meet Standard 6.3.4.A.1)
Role-play situations demonstrating how to cope with various forms of bullying. (required activity to meet Standard 6.3.4.D.1)
Resource Materials/Related Literature Assessments Brand-new Pencils, Brand-new Books by Diane de Groat
How to be a Friend by Laurie Krasny Brown
Horace and Morris but Mostly Doloresby James Howe
Never Spit on Your Shoes by Denys Cazet We Can Get Along: A Child’s Book of Choices by Lauren Murphy
Payne Macmillian/McGraw Hill Text Book
Class discussion
Teacher observation Students create list of rules
Technology Integration Vocabulary Interactive websites
Discovery Education Website
Brain Pop/Brain Pop Jr. Websites
Teacher made PowerPoint presentation
citizen consequences directions
friend leader rules
Rockaway Township Public Schools Social Studies
Unit Title: Suggested Time Frame: Geography 1st Marking Period
Cumulative Progress Indicator Number(s): 21st Century Theme 6.1.4.B.1 Compare and contrast information that can be
found on different types of maps, and determine when the information may be useful.
6.1.4.B.4 Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different regions of New Jersey and the United States.
Global Awareness
Enduring Understandings: Essential Questions: Maps provide information.
There are different types of maps.
Maps and globes are different.
Maps can show different physical feature both natural or man made.
Landforms are special ways the land is shaped.
Common landforms are mountains, oceans, lakes, rivers, and plains.
What are maps used for?
How are maps and globes different?
What can maps show?
What is a map key?
What are the 4 directions on a compass?
What landforms can we see on a map?
Unit Learning Targets: The student will be able to….
Suggested Activities: Including Differentiated Strategies (DI)
Identify information that can be found on different types of maps, and determine how the information may be useful.
Tell how globes and maps are different.
Explain what a compass is and what directions are on it.
Describe landforms and how they affect how people live and work.
Make a map of their room http://www.timeforkids.com/TFK/class/pdfs/2010f/101001_k1_3.pdf
View landforms PowerPoint
Complete map skills worksheets
Match landforms
Rockaway Township Public Schools Social Studies
Identify oceans, mountains, rivers, lakes, hills, and plains.
http://www.sfsocialstudies.com/k/u4/index.html http://www.sfsocialstudies.com/g1/u4/index.html
Use directions to get to a location http://www.sfsocialstudies.com/g1/u2/index.html
Create “My Place in the World” step book
Resource Materials/Related Literature Assessments Map and Globes by Jack Knowlton
Me on the Map by Joan Sweeny
Where Do I Live by Neil Chesanow Macmillian/McGraw Hill Text Book
Class discussion
Teacher observation
“Where in the World” worksheet
Technology Integration Vocabulary Interactive websites
Discovery Education Website
Brain Pop/Brain Pop Jr. Websites
Teacher made PowerPoint presentation
compass compass rose continent country
earth east geography globe
hill lake landforms map
map key north ocean plain
rivers south state symbol
town United States west world
Rockaway Township Public Schools Social Studies
Unit Title: Time Frame: Columbus Day 1st Marking Period
Cumulative Progress Indicator Number(s): 21st Century Theme 6.1.4.B.2 Use physical and political maps to explain how
the location and spatial relationship of places in New
Jersey, the United States, and other areas, worldwide,
have contributed to cultural diffusion and economic
interdependence.
6.1.4.D.1 Determine the impact of European colonization
on Native American populations, including the Lenni
Lenape of New Jersey.
6.1.4.D.2 Summarize reasons why various groups,
voluntarily and involuntarily, immigrated to New Jersey
and America, and describe the challenges they
encountered.
6.1.4.D.17Explain the role of historical symbols,
monuments, and holidays and how they affect the
American identity.
Global Awareness
Civic Literacy
Enduring Understandings: Essential Questions: We celebrate Columbus Day the second Monday of October.
Columbus Day is to celebrate the anniversary of Columbus landing.
Christopher Columbus was an explorer who tried to find a new trade route.
Columbus sailed across the Atlantic and thought he found the Indies but it was really America.
Why do we celebrate Columbus Day?
Who was Christopher Columbus?
What did Columbus do that made him famous?
Rockaway Township Public Schools Social Studies
Unit Learning Targets: The student will be able to….
Suggested Activities: Including Differentiated Strategies (DI)
Recognize Christopher Columbus as a major figure in history.
Describe the accomplishment of Christopher Columbus.
Explain the historical significance of major national holidays.
Explain the location of continents and oceans.
Demonstrate basic global skills.
Read & discuss picture books about Christopher Columbus
Create map tracking Columbus’s voyage
Create mini-book about Columbus
Learn Columbus Day Song
Resource Materials/Related Literature Assessments Scholastic website:
http://www2.scholastic.com/browse/collection.jsp?id=92
Enchanted learning website: http://www.enchantedlearning.com/crafts/columbus/
Online book & quiz: http://www.bbc.co.uk/schools/famouspeople/standard/columbus/index.shtml#focus
A Picture Book of Christopher Columbus by David Adler
In 1492 by Jean Marzollo
Class discussion Teacher observation Completed map
Technology Integration Vocabulary Interactive websites
Discovery Education Website
Brain Pop/Brain Pop Jr. Websites
Teacher made PowerPoint presentation
America Atlantic Ocean Christopher Columbus
explore
journey sailing sailor Spain
Rockaway Township Public Schools Social Studies
Unit Title: Time Frame: Pilgrims 2nd Marking Period
Cumulative Progress Indicator Number(s): 21st Century Theme 6.1.4.B.2 Use physical and political maps to explain how the
location and spatial relationship of places in New Jersey, the
United States, and other areas, worldwide, have contributed
to cultural diffusion and economic interdependence.
6.1.4.D.1 Determine the impact of European colonization on
Native American populations, including the Lenni Lenape of
New Jersey.
6.1.4.D.2 Summarize reasons why various groups, voluntarily and involuntarily, immigrated to New Jersey and America, and describe the challenges they encountered.
6.1.4.D.4Explain how key events led to the creation of the United States and the state of New Jersey.
6.1.4.D.17Explain the role of historical symbols, monuments,
and holidays and how they affect the American identity.
Global Awareness
Civic Literacy
Enduring Understandings: Essential Questions: The Pilgrims came to the new world to start a new life.
Their ship’s voyage across the Atlantic was long difficult.
Many people died their first winter in the New World.
The natives helped the Pilgrims survive & taught them how to farm.
The first people in this land were the Natives.
The first Thanksgiving was to celebrate the great harvest and thank the natives.
We celebrate Thanksgiving today to remember the Pilgrims
Why did the Pilgrims leave their homes?
How did they get to the New World?
What happened when they landed in the New World?
Who were the Natives & how did they help?
What the first Thanksgiving for?
Why do we still celebrate Thanksgiving?
Rockaway Township Public Schools Social Studies
and to be thankful for what we have.
Unit Learning Targets: The student will be able to….
Suggested Activities: Including Differentiated Strategies (DI)
Explain why the Pilgrims sailed to America.
Tell what the Pilgrims first year was like.
Describe how the Natives helped the Pilgrims.
Describe what the first Thanksgiving was like.
Recognize important people like Squanto & tell about his contributions.
Create Pilgrims booklet from
www.EnchantedLearning.com
Create map of Pilgrim’s journey
Read booklet Squanto Friend of the Pilgrims
Investigate Pilgrims’ life
http://www.scholastic.com/scholastic_thanksgiving/
Create Pilgrims booklet from Enchanted Learning
Resource Materials/Related Literature Assessments Sarah Morton’s Day” A Day in the Life of Pilgrim Girl
Samuel Eaton’s Day” A Day in the Life of Pilgrim Boy
The Pilgrims of Plimoth by Marcia Sewall
Squanto Friend of the Pilgrims by Clyde Robert Bulla
http://www.hubbardscupboard.org/the_pilgrims__first_thanksgivi.html
Macmillian/McGraw Hill Text Book
Class discussion
Teacher observation
Completed Pilgrims booklet
Thanksgiving Quiz
Technology Integration Vocabulary Interactive websites
Discovery Education Website
Brain Pop/Brain Pop Jr. Websites Teacher made PowerPoint presentation
America Atlantic Ocean England Mayflower
Natives New World Pilgrims Plymouth
ship Squanto Thanksgiving voyage
Rockaway Township Public Schools Social Studies
Unit Title: Time Frame: Black History Month 3rd Marking Period
Cumulative Progress Indicator Number(s): 21st Century Theme 6.1.4.D.17 Explain the role of historical symbols,
monuments, and holidays and how they affect the American
identity.
Civic Literacy
Enduring Understandings: Essential Questions: Martin Luther King, Jr. Day is a holiday created to remember
all that Martin Luther King, Jr. did to help other black Americans.
Martin Luther King, Jr. led peaceful protests and made speeches to help black people be treated equally.
Black History Month is a time to celebrate contributions black Americans have made.
Rosa Parks was a woman who refused to give up her seat to a white man, which lead to a bus boycott & eventually fairer laws for black people.
Ruby Bridges was a little girl who was chosen to be one of the first black children to attend a school that was for white children.
What is Martin Luther King, Jr. Day & why do we celebrate it?
How did Martin Luther King, Jr. help other black Americans?
What is Black History Month?
Who was Rosa Parks?
Who was Ruby Bridges?
Unit Learning Targets: The student will be able to….
Suggested Activities: Including Differentiated Strategies (DI)
Explain who Martin Luther King, Jr. was and what his role was in helping black people.
Tell how Rosa Parks and Ruby Bridges helped black peopleget equality.
Read & discuss biographies about Martin Luther King, Jr.,
Rosa Parks, Ruby Bridges.
Create mini booklet about Martin Luther King, Jr.
Create Venn Diagram comparing Rosa Parks & Ruby Bridges.
Rockaway Township Public Schools Social Studies
Describe the significance of Black History Month.
Tell about other famous black Americans.
Resource Materials/Related Literature Assessments A Picture Book About Martin Luther King, Jr. by David Adler
Hapy Birthday, Martin Luther King, Jr. by Jean Marzolla
Martin’s Big Words by Doreen Rappaport
The Story of Ruby Bridges by Robert Coles
Through My Eyes by Margo Lundell
Picture Book of Rosa Parks by David Adler
If a Bus Could Talk by Faith Ringgold
Macmillian/McGraw Hill Text Book, Unit 5
Class discussion
Teacher observation
Completed Martin Luther King, Jr. booklet
Completed Venn Diagram
Technology Integration Vocabulary Interactive websites
Discovery Education Website
Brain Pop/Brain Pop Jr. Websites
Teacher made PowerPoint presentation
dream equality fairness Martin Luther
King, Jr.
peaceful protest Rosa Parks Ruby Bridges
Rockaway Township Public Schools Social Studies
Unit Title: Time Frame: Natural Resources 4th Marking Period
Cumulative Progress Indicator Number(s): 21st Century Theme 6.1.4.B.5 Describe how human interaction impacts the
environment in New Jersey and the United States.
6.1.4.B.8 Compare ways people choose to use and divide natural resources.
6.3.4.A.3 Select a local issue and develop a group action
plan to inform school and/or community members about
the issue.
Global Awareness
Enduring Understandings: Essential Questions: Natural Resources are things that come from the Earth.
We use natural resources to live, build homes, power our cars, and stay clean.
Humans can help or hurt the environment.
Children can help people learn about conserving resources.
People help the environment by not littering.
Glass, paper, metal and plastic can be recycled.
We conserve natural resources by using less of them or turning them off if we’re not using it.
What are natural resources?
How do we use air, land, water, and plants everyday?
How do people hurt the environment?
How can people help the environment?
What are natural resources?
How can people help conserve natural resources?
What things can we recycle?
Unit Learning Targets: The student will be able to….
Suggested Activities: Including Differentiated Strategies (DI)
Describe how humans impact the environment.
Explain what natural resources we use.
Describe how natural resources can be recycled & reused.
Plan and participate in an advocacy project to inform others
Watch Brain Pop, Jr. video Natural Resources & complete quiz
Read (or watch) & discuss The Lorax
Create “Taking Care of the Earth” booklet
Play “On the Resource Trail” to identify what comes from
Rockaway Township Public Schools Social Studies
about environmental issues at the local or state level and propose possible solutions.
different resources
Complete http://www.harcourtschool.com/activity/resource_trail/index.html
Students create public service announcements educating people about conserving resources. (required activity to meet Standard 6.3.4.A.3)
Integrate with Science Earth Day Unit
Resource Materials/Related Literature Assessments It's Mine by Leo Lionni
Rachel The Story of Rachel Carson by Amy Ehrlich
The Lorax by Dr. Seuss
The Wump Word by Bill Peet
The Wartville Wizard by Don Madden
Macmillian/McGraw Hill Text Book
Class discussion
Teacher observation
Completed public service announcement
Technology Integration Vocabulary Interactive websites
Discovery Education Website
Brain Pop/Brain Pop Jr. Websites
Teacher made PowerPoint presentation
conserve Earth environment garbage
glass litter metal natural
resource
paper plastic pollution recycle
reduce reuse trash waste
Rockaway Township Public Schools Social Studies
Unit Title: Time Frame: Economics 3rd Quarter
Cumulative Progress Indicator Number(s): 21st Century Theme 6.1.4.C.2Distinguish between needs and wants and explain
how scarcity and choice influence decisions made by individuals, communities, and nations.
6.1.4.C.5Explain the role of specialization in the production and exchange of goods and services.
6.1.4.C.10 Explain the role of money, savings, debt, and investment in individuals’ lives.
Financial, Economic, Business and Entrepreneurial Literacy
Enduring Understandings: Essential Questions: A need is something people must have to survive.
A want is something would like to have.
You work to earn money.
You save money to buy things you want.
You spend money when you buy something.
A good is a thing you can make, grow, or buy.
A service is when you pay a person to do something for you.
What is the difference between needs and wants?
How do you earn money?
Why should we save money?
When I buy something what happens to my money?
What is the difference between goods and services?
Unit Learning Targets: The student will be able to….
Suggested Activities: Including Differentiated Strategies (DI)
Distinguish between needs and wants.
Explain the exchange of goods and services.
Explain the role of money in individuals’ lives.
Create goods & services poster
Categorize goods vs. services online: http://www.sfsocialstudies.com/g2/u3/index.html
Identify needs http://www.sfsocialstudies.com/k/u3/index.html
Create graphic organizer of needs vs. wants
“Everyone Helps” worksheet to go with A Chair for My Mother
Maggie’s Money booklet
Cut & match worksheet activity
Rockaway Township Public Schools Social Studies
Resource Materials/Related Literature Assessments Current Social Studies text book
I Want to Be... series by Stephanie Maze and Catherine O'Neill Grace
A Chair for My Mother by Vera B. Williams
Macmillian/McGraw Hill Text Book, Unit 4
Class discussion
Teacher observation
Complete “Things to Do!” worksheet
Technology Integration Vocabulary Interactive websites
Discovery Education Website
Brain Pop/Brain Pop Jr. Websites
Teacher made PowerPoint presentation
earn goods needs
save service shelter
spend wants work
Rockaway Township Public Schools Social Studies
Unit Title: Time Frame: Patriotic Symbols 4th Marking Period
Cumulative Progress Indicator Number(s): 21st Century Theme 6.1.4.D.17Explain the role of historical symbols, monuments,
and holidays and how they affect the American identity.
Civic Literacy
Enduring Understandings: Essential Questions: Symbols are things or pictures that stand for something else.
Important symbols of America are the flag, the Statue of Liberty, the Liberty Bell, the bald eagle, and the White House.
These symbols represent freedom, strength, and our country.
Monuments are buildings that were made to honor people.
What are symbols?
What are some important American symbols?
What does each symbols represent?
What are monuments?
Unit Learning Targets: The student will be able to….
Suggested Activities: Including Differentiated Strategies (DI)
Identify patriotic symbols.
Explain the meanings of American symbols.
Watch Brain Pop, Jr. “U.S. Symbols” movie & complete quiz
Create booklet “A Salute to United States Symbols”
Create mini-book about the White House
Create “Our National Landmarks” poster
Create “Presidents” booklet
U.S. Symbols Comprehension sheet
Resource Materials/Related Literature Assessments Celebrate America: A Picture Books of America's Greatest
Symbols by Anastasia Suen
O, Say Can You See? America's Symbols, Landmarks, And Important Words by Sheila Keenan
Red, White and Blue by John Herman
U.S. Symbols by Ann-Marie Kishel
Class discussion
Teacher observation
Completed symbols booklet
Completed landmarks booklet
Rockaway Township Public Schools Social Studies
Mamillian/McGraw Hill Text Book
Ben’s Guide Website for U.S. Symbols: http://bensguide.gpo.gov/k-2/index.html
White House interactive tour: http://www.whitehouse.gov/about/interactive-tour
Enchanted Learning website: www.enchantedlearning.com
Technology Integration Vocabulary Interactive websites
Discovery Education Website
Brain Pop/Brain Pop Jr. Websites Teacher made PowerPoint presentation
bald eagle flag Liberty Bell monument
nation Pledge of
Allegiance President stars
Statue of Liberty stripes symbol United States
of America
Washington D.C. White House
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