Boonton School District corequisites: ... Different needs will be met with project based learning, written and ... Explain the difference between a

Boonton School District

Course Title: Social Studies Grade Level(s ):

2

Curriculum Area / Level: Social Studies Credits: N/A

Course prerequisites and/or corequisites:

Course Description: In second grade, the students will learn about how families have changed over time.They will meet special people who we remember for the important work they have done. Students begin to understand their role as consumers in the economy by examining food production. Finally, the students will visit places near and far to see where people live and how they use the land around them.

Created by: Lynn Bariso Date: 7116

BOE Approval:

9/26/16

District Equity Statement:

As required by state law, it is the policy of Boonton School District not to discriminate on the basis of race, color, creed, religion, sex, ancestry, national origin, social or economic status, pregnancy, or physical handicap in its educational programs or activities and to maintain a learning environment that is free from sexual harassment. Courses of study and instructional materials shall be designed and selected in order to eliminate discrimination and promote understanding, sex equity, and mutual respect among people. No course offering, including but not limited to physical education, health, technology education, vocational, home economics, music and adult education, shall be limited on the basis of race, color, creed, religion, sex, ancestry, national origin, social or economic status, pregnancy, or physical handicap. Furthermore, there shall be no discrimination against students as to any educational activity or program because of pregnancy, childbirth, pregnancyrelated disabilities, actual or potential parenthood, or family or marital status. If a student requests to be excluded or a physician certifies that such is necessary for her physical, mental, or emotional wellbeing, she must be provided with adequate and timely opportunity for instruction to continue or make up her schoolwork without prejudice or penalty.

Division of Umbrella & Mini Units

Umbrella Unit 1 Topic / Name: Civics, Government and Human Rights

Mini Unit(s) (Add to the list of mini units as necessary) 1A. Governing the People

Umbrella Unit 2 Topic / Name: Geography, People and the Environment

Mini Unit(s) (Add to the list of mini units as necessary) 2A. The World Around Us 2B. Using our Resources

Umbrella Unit 3 Topic / Name: Economics , Innovations and Technology

Mini Unit(s) (Add to the list of mini units as necessary) 3A. People in the Marketplace

Umbrella Unit 4 Topic / Name: History, Culture and Perspectives

Mini Unit(s) (Add to the list of mini units as necessary) 4A. People Long Ago 4B. A World of Many People

UMBRELLA UNIT 1

Title: Civics, Government and Human Rights

Duration: 6 weeks

Essential Questions:

How does a government make laws to help people be safe and get along?

Summative Assessments: (Assessment at the end the

learning period)

Unit Test, Quizzes

Formative Assessments:

(Ongoing assessments during the

learning period)

Class discussions Student participation Teacher observation Projects Selfassessment

Differentiation: Different needs will be met with project based learning, written and literature based work, small group instruction, one on one learning, and peer mentoring.

TECHNOLOGY STANDARD (STANDARD 8)

CPI # CUMULATIVE PROGRESS INDICATOR (CPI)

8.1.2.A.1 8.1.2.A.3 8.1.2.A.4

Identify the basic features of a digital device and explain its purpose. Use digital devices to create stories with pictures, numbers, letters and words. Use basic technology terms in the proper context in conversation with peers and teachers (e.g., camera, tablet, Internet, mouse, keyboard, and printer).

8.1.2.C.1 8.1.2.D.1 8.1.2.E.1

Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media. Develop an understanding of ownership of print and nonprint information. Use digital tools and online resources to explore a problem or issue.

21ST CENTURY LIFE AND CAREER (STANDARD 9)


9.1.4.A.1 9.1.4.F.2 9.1.4.G.1 9.2.4.A.1 9.2.4.A.3 9.2.4.A.4

Explain the difference between a career and a job, and identify various jobs in the community and the related earnings. Explain the roles of philanthropy, volunteer service, and charitable contributions, and analyze their impact on community development and quality of living. Describe how valuable items might be damaged or lost and ways to protect them. Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals. Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes. Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

MINI UNIT 1A

Title: Citizens in a Community

Duration: 1 week

Overview: Citizens of a community can show they are responsible by following rules and laws.

Essential Outcomes Upon completion of this course students will know (declarative):

Alignment to Standards

How citizens of a community show they are responsible.

6.1.4.A1

Essential Outcomes Upon completion of this course students will be able to (procedural):


Explain a citizens rights and responsibilities. 6.1.4.A1

Explain what it means to be a community. 6.1.4.A1

Explain what is your responsibility as a student. 6.1.4.A1

Essential Outcomes Upon completion of this course students will understand (conceptual):


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.A1

Why it is important to follow rules and laws. 6.1.4.A1

What can be a consequence of not following a rule or law.

6.1.4.A1, 6.1.4.A11

Why rules in the classroom are important. 6.1.4.A1

Resources Mini Unit 1A: Literature, trade books, videos, smartboard

MINI UNIT 1B

Title: Government for the People

Duration: 1 week

Overview: The government makes laws to people be safe and get along.


,

How our community and state government help people.

6.1.4.A1 6.1.4.A.2 6.1.4.A.11

What a government does. 6.1.4.A.4



identify the structure and functions of local, and state national governments.

6.1.4.A.1 6.1.4.A.5, 6.1.4.A.6

Understand that government leaders are needed to help make rules and laws.

6.1.4.A.1 6.1.4.A.5 6.1.4.A.6



The need for rules and laws. 6.1.4.A.1 6.3.4.A.1

How the government works. 6.1.4.A.1 6.1.4.A.5 6.1.4.A.6

How the government services make a community better.

6.1.4.A.1 6.1.4.A.2 6.1.4.A.6

Resources Mini Unit 1B: Literature, trade books, videos, smartboard, maps, teacher created resources.

MINI UNIT 1C

Title: Our Leaders

Duration: 1 week

Overview: Understand why we need leaders in government.



Why we need leaders in government 6.1.4.A.1 6.1.4.A.6,

Government leaders are needed to make rules and laws.

6.1.4.A.1 6.1.4.A.6



Understand the need for leaders. 6.1.4.A.1 6.1.4.A.6

Identify local, state, and national leaders.

6.1.4.A.1 6.1.4.A.6

Understand how citizens choose government leaders.

6.1.4.A.7 6.1.4.A.6



How in a representative democracy, individuals elect representatives to act on the behalf of the people.

6.1.4.A.78

How the jobs of President, governor, and mayor are alike.

6.1.4.A.5 6.1.4.A.6 6.1.4.A.7

Resources Mini Unit 1C: Literature, trade books, videos, smartboard, maps, teacher created resources.

MINI UNIT 1D

Title: Our Country’s Government

Duration: 1.5 weeks

Overview: To understand how our country’s government works.



How our country's government works. 6.1.4.A.1 6.1.4.A.4

What the capital of the United States is. 6.1.4.A.6

What the Supreme Court is. 6.1.4.A.6

What the Constitution is.

6.1.4.A.2 6.1.4.A.4



Name the three branches of government. 6.1.4.A5 6.1.4.A.6 6.1.4.A.7

Understand how the members of Congress are chosen.

6.1.4.A5 6.1.4.A.6 6.1.4.A.7



What the executive, judicial, and legislative branches of our government are.

6.1.4.A5. 6.1.4.A.6 6.1.4.A.7

Why the Constitution is important. 6.1.4.A5. 6.1.4.A.6 6.1.4.A.7

Resources Mini Unit 1D: Literature, trade books, videos, smartboard, maps, teacher created resources.

MINI UNIT 1E

Title: Community and State Government

Duration: 1.5 weeks

Overview: To understand what the jobs of our community and state governments are.



That a community and state both have different governments.

6.1.4.A.8

Governments do different jobs for their citizens. 6.1.4.A.8



Identify how communities and state governments take care of citizens.

6.1.4.A.11

Describe what a council is and does. 6.1.4.A.11 6.1.4.A.12

Identify what ways city councils and state legislatures alike.

6.1.4.A.11 6.1.4.A.12 6.1.4.A.15



How like our country’s government, community and state governments make laws and take care of citizens.

6.1.4.A.4 6.1.4.A.8

What one of the jobs of the government is. 6.1.4.A.4 6.1.4.A.8

Why new laws have been added to the Constitution. 6.1.4.A2 6.1.4.A4 6.1.4.A.8

Resources Mini Unit 1E: Literature, trade books, videos, smartboard, maps, teacher created resources.

UMBRELLA UNIT 2

Title: Geography, People and the Environment

Duration: 8 weeks


How do maps help people find locations? What countries and landforms make up North America? Why are seasons and climate different in different regions? How are regions around the world different? What natural resources to people use and how? What are some of the reasons people choose to live a place? How do people change their environment? How have transportation and communication changed over time?


learning period)

Unit Test, Quizzes



learning period)





8.1.2.C.1 8.1.2.D.1 8.1.2.F.1

Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media . Develop an understanding of ownership of print and nonprint fiction. Use geographic mapping tools to plan and solve problems.



9.2.4.A.1 9.2.4.A.3 9.2.4.A.4

Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals. Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes. Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

MINI UNIT 2A

Title: Maps and Location

Duration: 1 Week

Overview: How maps help people find locations.



How maps help people find locations. 6.1.4.B.1 6.1.4.B.2 6.1.4.B.3

That there are many different types of maps. 6.1.4.B.1 6.1.4.B.2 6.1.4.B.3



Understand difference between relative location, and absolute location.

6.1.4.B.1 6.1.4.B.2 6.1.4.B.3



How the absolute location and the relative location of a place are different.

6.1.4.B.1 6.1.4.B.2 6.1.4.B.3

How to draw a map of your school. 6.1.4.B.1 6.1.4.B.2 6.1.4.B.3

Resources Mini Unit 2A: Literature, trade books, videos, smartboard, maps, teacher created resources.

MINI UNIT 2B

Title: North America

Duration: 1 Week

Overview: Mexico, Greenland, Canada, Central America, the United States and the Caribbean make up North America.



What countries and landforms makeup North America.

6.1.4.B.4 6.1.4.B.5 6.1.4.B.6



Identify the countries of North America. 6.1.4.B.4 6.1.4.B.5 6.1.4.B.6

Identify oceans, and continents on a globe or map. 6.1.4.B.4 6.1.4.B.5 6.1.4.B.10

Identify plains and hills. 6.1.4.B.10



The countries and landforms that make up North America and identify on map.

6.1.4.B.4 6.1.4.B.5 6.1.4.B.6

How to draw a map of North America, and label the countries, landforms, and bodies of water.

6.1.4.B.4 6.1.4.B.5 6.1.4.B.6


MINI UNIT 2C

Title: Seasons and Climate

Duration: 1 Week

Overview: To understand how seasons and climate are different in different regions.



Why seasons and climate are different in different regions.

6.1.4.B.4 6.1.4.B.5 6.1.4.B.6

What a region is. 6.1.4.B.4



Understand why seasons change. 6.1.4.B.4 6.1.4.B.6 6.1.4.B.9

Identify weather and seasons. 6.1.4.B.4 6.1.4.B.6 6.1.4.B.9

Identify the climate in our region. 6.1.4.B.4 6.1.4.B.6 6.1.4.B.9



How weather is different from climate. 6.1.4.B.4

How the location of a place affects the weather, climate, and seasons it will have.

6.1.4.B.4 6.1.4.B.5 6.1.4.B.7


MINI UNIT 2D

Title: World Regions

Duration: 1 week

Overview: To understand how regions around the world are different.



What cardinal directions are. 6.1.4.B.1 6.1.4.B.3

What a pole is. 6.1.4.B.1 6.1.4.B.3

What a hemisphere is. 6.1.4.B.1 6.1.4.B.2 6.1.4.B.3

How the world has many different regions. 6.1.4.B.1 6.1.4.B.2 6.1.4.B.10



Understand how a region near a pole would be different from a region near the equator.

6.1.4.B.1 6.1.4.B.3

Describe how regions of the world are the same/different.

6.1.4.B.1 6.1.4.B.2 6.1.4.B.10



Ways to identify and compare characteristics of world regions.

6.1.4.B.1

Describe how each region has its own landforms and climate.

6.1.4.B.4

Explain how a mountain region is like a tropical region, and how they are different.

6.1.P.B.1


MINI UNIT 2E

Title: Land and Water Resources

Duration: 1 Week

Overview: People use the land and its resources to live.



What natural resources people use. 6.1.4.B.5

How people use natural resources. 6.1.4.B.8

What a fuel is. 6.1.4.B.8



Demonstrate how people use water. 6.1.4.B.4

Recall why we must protect our resources. 6.1.4.B.9

Identify how people use land. 6.1.4.B.4



What a natural resource is and describe how people use them.

6.1.4.B.8

Different ways to conserve and how it saves resources.

6.1.4.B.8


MINI UNIT 2F

Title: People Settle

Duration: 1 Week

Overview: To understand why people choose to live in a place.



Why people choose to live in a place. 6.1.4.B.4

How people choose to live in a place due to its environment.

6.1.4.B.4



What a rural area is. 6.1.4.B.8

What and urban area is. 6.1.4.B.8

What a suburban area is. 6.1.4.B.8



Why many people in rural areas grow food and raise animals.

6.1.4.B.5

Why people choose to live in a suburb and the benefits.

6.1.4.B.5

What can cause an urban city to be a busy place to live.

6.1.4.B.5

Resources Mini Unit 2F: Literature, trade books, videos, smartboard, maps, teacher created resources.

MINI UNIT 2G

Title: Our Changing Environment

Duration: 1 Week

Overview: To understand how people change their environment to meet their needs and make life easier.



What an environment is. 6.1.4.B.5

The meaning of hydroponics. 6.1.4.B.5



Discuss the problems farmers faced growing crops long ago.

6.1.4.B.7 6.1.4.B.5

Recall the effects of using hydroponics. 6.1.4.B.5



How to compare and contrast farming today with 6.1.4.B.7

farming long ago. 6.1.4.B.5

How technology helps farmers grow more crops. 6.1.4.B.9

Resources Mini Unit 2G: Literature, trade books, videos, smartboard, maps, teacher created resources.

MINI UNIT 2H

Title: Connecting Communities

Duration: 1 Week

Overview: New ways of transportation and communication connect people more easily.



The different types of transportation today and in the past.

6.1.4.B.5 6.1.4.B.7



Describe what tool was made to make communication faster.

6.1.4.B.9



How transportation and communication have changed over time.

6.1.4.B.9

What caused communication to change over time. 6.1.4.B.9

Resources Mini Unit 2H: Literature, trade books, videos, smartboard, maps, teacher created resources.

UMBRELLA UNIT 3

Title: Economics, Innovations and Technology

Duration: 6 weeks


How do producers and consumers depend on each other? How do people get money to pay for goods and services? How do raw materials become products? Why do we make, sell, and buy more of some things than others? How does trade help people meet their needs?


learning period)

Unit Test, Quizzes



learning period)





8.1.2.A.1 8.1.2.A.3 8.1.2.A.4 8.1.2.C.1 8.1.2.D.1 8.1.2.E.1 8.2.2.A.1 8.2.2.A.2 8.2.2.A.5 8.2.2.B.1 8.2.2.B.2 8.2.2.B.4 8.2.2.C.1 8.2.2.C.2 8.2.2.E.1

Identify the basic features of a digital device and explain its purpose. Use digital devices to create stories with pictures, numbers, letters and words. Use basic technology terms in the proper context in conversation with peers and teachers (e.g., camera, tablet, Internet, mouse, keyboard, and printer). Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media. Develop an understanding of ownership of print and nonprint information. Use digital tools and online resources to explore a problem or issue. Define products produced as a result of technology or of nature. Describe how designed products and systems are useful at school, home, and work. Collaborate to design a solution to a problem affecting the community. Identify how technology impacts or improves life. Demonstrate how reusing a product affects the local and global environment. Identify how the ways people live and work has changed because of technology. Brainstorm ideas on how to solve a problem or build a product. Create a drawing of a product or device that communicates its function to peers. List and demonstrate the steps to an everyday task.



9.1.4.A.1 9.1.4.A.2 9.1.4.A.3 9.1.4.B.1 9.1.4.B.5 9.1.4.D.1 9.1.4.E.2 9.1.4.F.2

Explain the difference between a career and a job, and identify various jobs in the community and the related earnings. Identify potential sources of income. Explain how income affects spending and takehome pay. Differentiate between financial wants and needs. Identify ways to earn and save. Determine various ways to save. Apply comparison shopping skills to purchasing decisions. Explain the roles of philanthropy, volunteer service, and charitable contributions, and analyze their impact on

9.2.4.A.1 9.2.4.A.3 9.2.4.A.4

community development and quality of living. Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals. Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes. Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

MINI UNIT 3A

Title: Producers and Consumers

Duration: 1 week

Overview: Producers and consumers depend on each other for goods and services.



What a producer is. 6.1.4.C.8

How goods are bought and sold. 6.1.4.C.2

What a service is 6.1.4.C.5

What a consumer does. 6.1.4.C.2



Describe how goods and services are alike. 6.1.4.C.2



How a person can be both a consumer and a producer.

6.1.4.C.9

How businesses provides goods for their community. 6.1.4.C.5


MINI UNIT 3B

Title: Work and Income

Duration: 1 week

Overview: People work so that they can earn income to buy goods and services.



What an occupation is. 6.1.4.C.6

What income is and how to earn it. 6.1.4.C.10

What free enterprise is. 6.1.4.C.13

What a want is. 6.1.4.C.2



Understand how people choose their occupations. 6.1.4.C.6

Understand how people decide what goods and services to buy.

6.1.4.C.1

Discuss how people get money to pay for goods and services.

6.1.4.C.10



How children can take part in free enterprise. 6.1.4.C.13

What people do with income. 6.1.4.C.10

How to make a list of ways they can earn income. 6.1.4.C.14


MINI UNIT 3C

Title: From Factory to You

Duration: 1 week

Overview: To understand how raw materials become products.



What raw materials are. 6.1.4.C.12

What a factory is and what it does. 6.1.4.C.6

What human resources are. 6.1.4.C.7

The difference between a capital resource and a human resource.

6.1.4.C.11



Describe how goods are made and taken to the market.

6.1.4.C.15



How raw materials become products at factories. 6.1.4.C.15

How companies use its capital resources. 6.1.4.C.10


MINI UNIT 3D

Title: How Much and How Many

Duration: 1 week

Overview: Why we make,sell and buy more of some things than other.



What scarce means. 6.1.4.C.2

What is a marketplace is. 6.1.4.C.3



Understand problems faced by farmers due to environmental factors.

6.1.4.C.17



The reason the price of things go up. 6.1.4.C.4

Understand supply and demand. 6.1.4.C.4


UMBRELLA UNIT 4

Title: History, Culture,and Perspectives

Duration: 9 weeks


How do people and places change over time? What do we know about the people who lived in North America long ago? How did our country get it independence What is culture? Why is the United States a country of many cultures? How are families different? How are they alike? Who are some Americans who have made a difference in our lives?


learning period)

Unit Test, Quizzes



learning period)


Differentiation: Different needs will be met with project based learning, written and literature based work, small group instruction,

one on one learning, and peer mentoring.



8.1.2.A.1 8.1.2.A.3 8.1.2.A.4 8.1.2.C.1 8.1.2.D.1 8.1.2.E.1 8.2.2.A.1 8.2.2.A.2 8.2.2.A.5 8.2.2.B.1 8.2.2.B.2 8.2.2.B.4 8.2.2.C.1 8.2.2.C.2 8.2.2.D.5 8.2.2.E.1

Identify the basic features of a digital device and explain its purpose. Use digital devices to create stories with pictures, numbers, letters and words. Use basic technology terms in the proper context in conversation with peers and teachers (e.g., camera, tablet, Internet, mouse, keyboard, and printer). Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using various media formats such as online collaborative tools, and social media. Develop an understanding of ownership of print and nonprint information. Use digital tools and online resources to explore a problem or issue. Define products produced as a result of technology or of nature. Describe how designed products and systems are useful at school, home, and work. Collaborate to design a solution to a problem affecting the community. Identify how technology impacts or improves life. Demonstrate how reusing a product affects the local and global environment. Identify how the ways people live and work has changed because of technology. Brainstorm ideas on how to solve a problem or build a product. Create a drawing of a product or device that communicates its function to peers and discuss. Identify how using a tool (such as a bucket or wagon) aids in reducing work. List and demonstrate the steps to an everyday task.



9.2.4.A.1 9.2.4.A.3 9.2.4.A.4

Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals. Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes. Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

MINI UNIT 4A

Title: People and Places Changing

Duration: 1 week

Overview: Understanding how people and places change over time



What is considered our past. 6.1.4.D.14

What is considered our present. 6.1.4.D.14

What is considered our future. 6.1.4.D.14



List words that name parts of time in order. 6.1.4.D.14

Discuss what is meant by changing over time. 6.1.4.D.14



What types of changes happen after more people move into a community.

6.1.4.D.11

How people change over time and give examples. 6.1.4.D.11


MINI UNIT 4B

Title: Early America

Duration: 1 week

Overview: Native Americans were the first people to live in North America. Settlers from other countries later started colonies here.



What is meant when we discuss” history”. 6.1.4.D.14

What a colony is. 6.1.4.D.1

Who the settlers were. 6.1.4.D.2



Identify who the first people in North America were. 6.1.4.D.1

Locate where the first settlers built a community. 6.1.4.D.1

Sequence the events after the settlers arrived. 6.1.4.D.5



How the Native Americans helped the settlers. 6.1.4.D.4

The development of colonies and settlers. 6.1.4.D.6


MINI UNIT 4C

Title: Independence

Duration: 1 Week

Overview: People in our colonies fought a war for independence from England. They won, and the colonies became a free country.



How our country got its independence. 6.1.4.D.5

What freedom is considered. 6.1.4.D.8

What independence is. 6.1.4.D.4



Why July 4, 1776 is an important date for our country. 6.1.4.D.5

Understand how our country got its independence by signing the Declaration of Independence, and fighting the Revolutionary War.

6.1.4.D.5



Who the important people related to our country’s independence are.

6.1.4.D.6

How to sequence the events that led up to independence in the order they happened.

6.1.4.D.5


MINI UNIT 4D

Title: American Heritage

Duration: 1 week

Overview: To show how we honor our American heritage.



What heritage means. 6.1.4.D.15

How to identify a landmark. 6.1.4.D.17

Why we create a memorials and monuments. 6.1.4.D.17



Identify that our American heritage is honored with special symbols.

6.1.4.D.17

Identify what our famous monuments and landmarks are and name them.

6.1.4.D.17



How to write a report on a landmark or monument and understand why we honor it.

6.1.4.D.17

How to sequence the events of President Lincoln before the Lincoln Memorial was built.

6.1.4.D.17


MINI UNIT 4E

Title: Heroes and Holidays

Duration: 1 week

Overview: We honor people and events in history by having holidays to remember them.



How we honor people and events in our country’s history.

6.1.4.D.12



Identify national heroes, legends, holidays and their significance.

6.1.4.D.13



How to identify someone as a hero and give specific details why.

6.1.4.D.13

How to choose an American they would like to honor with a special holiday, and write how and why it would celebrated.

6.1.4.D.18


MINI UNIT 4F

Title: World Cultures

Duration: 1 week

Overview: To understand that our country is made up of different people and cultures.



What a culture is 6.1.4.D.13

That people of different cultures speak different languages.

6.1.4.D.17



Tell that people in different countries around the world have different cultures.

6.1.4.D.13

List ways to show how different cultures express their differences in a variety of ways.

6.1.4.D.19



To write a paragraph about a culture in their community, and describe things that are part of that culture.

6.1.4.D.19

Resources Mini Unit 4F: Literature, trade books, videos, smartboard, maps, teacher created resources.

MINI UNIT 4G

Title: Many People, One Country

Duration: 1 week

Overview: Our country is made up of many different people and cultures



What the meaning of immigrant is. 6.1.4.D.3

What diversity means, and how it is shown. 6.1.4.D.18



Understand what a reason is that immigrants came to the United States.

6.1.4.D.1

Recognize that each culture has unique traditions and cultures.

6.1.4.D.19

Demonstrate how immigrants changed the United States.

6.1.4.D.18



What makes life hard at first in a new country. 6.1.4.D.14

What the different types of diversity there is in the United States.

6.1.4.D.19

Name immigrant groups that have come to the United States.

6.1.4.D.3

Resources Mini Unit 4G: Literature, trade books, videos, smartboard, maps, teacher created resources.

MINI UNIT 4H

Title: Celebrating Culture

Duration: 1 Week

Overview: How families are different and alike.



How to identify families that are alike and different. 6.1.4.D.15

What a custom is and how it is celebrated. 6.1.4.D.15

What a tradition is. 6.1.4.D.15



Differentiate a tradition from a custom. 6.1.4.D.18

Name traditions celebrated in their family. 6.1.4.D.18



How to make a storyboard to show traditions and customs that their family shares.

6.1.4.D.18

Resources Mini Unit 4H: Literature, trade books, videos, smartboard, maps, teacher created resources.

MINI UNIT 4I

Title: Recognizing People

Duration: 1 week

Overview: Some Americans have done important things that have made a difference in our lives.



What are important things that have been done by people that have changed our lives and cultures.

6.1.4.D.20



Explain that Americans from different cultures have made a difference in our lives.

6.1.4.D.18



How to describe how individuals can make a difference in people’s lives.

6.1.4.D.19

To identify a person who has affected their life and the reasons why.

6.1.4.D.19

Resources Mini Unit 4I: Literature, trade books, videos, smartboard, maps, teacher created resources.

Board of Education Adoption Date: 09/26/2016

Documents

Boonton School District corequisites: ... Different needs will be met with project based learning, written and ... Explain the difference between a