1 | P a g e

Social Studies Curriculum

Grade 2: Unit 2

2 | P a g e

Course Description

The New Jersey Student Learning Standards serve as the basis for the second grade course, We Live Together. As students’ progress through

the five units of the school year, they will focus and examine: living in a community, the role of geography in understanding the Earth and

its functions, a historic overview of the United States and its beginnings, the role of government and economics in our community, country

and the world.

The progression of this course allows students to have an opportunity to focus on characteristics that contribute to the development of a

specific community. In doing so, students will be able to make clear connections and links to their present day community and how the

structure of the community is supported by its workers. The role of seasonal changes will be analyzed to assist students in furthering their

understanding of all the factors impacting the Earth as a whole. Historical understanding of the Native Americans, Spanish conquest, the

establishment of the colonies and the American Revolution will be closely examined. The final unit allows students to understand the function

of government as dominate factor in resolving conflicts at all levels of government. The infusion of economic understanding in its most

basic fashion will be interpreted through the concepts: reasons why people work, needs verses wants, and trading with other countries

throughout the world.

3 | P a g e

Pacing Chart

Unit Topic Suggested Timing

Unit 1 Our Community 6 Weeks

Unit 2 All About Work 6 Weeks

Unit 3 Our Past 7 Weeks

Unit 4 All About Earth 7 Weeks

Unit 5 Our Government 7 Weeks

Unit 6 Paterson History 3 Weeks

4 | P a g e

Effective Pedagogical Routines/Instructional Strategies

Collaborative problem solving

Writing to learn

Making thinking visible

Note-taking

Rereading & rewriting

Establishing text-based norms for discussions & writing

Establishing metacognitive reflection & articulation as a regular

pattern in learning

Quick writes

Pair/trio Sharing

Turn and Talk

Charting

Gallery Walks

Whole class discussions

Modeling

Word Study Drills

Flash Cards

Interviews

Role Playing

Diagrams, charts and graphs

Storytelling

Coaching

Reading partners

Visuals

Reading Aloud

Model (I Do), Prompt (We Do), Check (You Do)

Mind Mapping

Trackers

Multiple Response Strategies

Choral reading

Reader’s/Writer’s Notebooks

Conferencing

5 | P a g e

Computer Science and Design Thinking

8.1.2.A.1, 8.1.2.A.2, 8.1.2.A.3, 8.1.2.A.5, 8.1.2.B.1, 8.1.2.C.1, 8.1.2.D.1

➢ Technology Operations and Concepts

□ Identify the basic features of a digital device and explain its purpose.

□ Create a document using a word processing application.

□ Compare the common uses of at least two different digital applications and identify the advantages and disadvantages of using

each.

□ Enter information into a spreadsheet and sort the information.

Example of Use: Have students brainstorm a list of foods. Have each student select a different food and write it at the top of

their own paper. Provide supermarket websites for students to identify how much he or she would pay for the item at three

different markets.

Encourage students to discuss the best place to shop for a particular item.

➢ Creativity and Innovation

□ Illustrate and communicate original ideas and stories using multiple digital tools and resources.

Example of Use: Provide scenarios that describe life long ago and have the students explain how technology have changed the

way we meet those needs now. (For ex. Long ago people rode horse to get from one place to another. Today we…)

➢ Communication and Collaboration

□ 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.

Example of Use: Have the children work in groups to determine the most important technological advancements.

➢ Digital Citizenship

□ Develop an understanding of ownership of print and non-print information.

Example of Use: Discuss where various products are made. If possible display a product with a “Made in …” label. Ask

children to graph the origin of food products, clothing, household items, and electronics.

6 | P a g e

Career Readiness, Life Literacies and Key Skills

CRP1. Act as a responsible and contributing citizen and employee

Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this

understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and

the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that

contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the

minimum expectation and in participating in activities that serve the greater good.

Example of Use: Have students draw themselves as working adults, including uniforms and appropriate dress. Have students

identify if their selected line of work would fall under the category of producer, service worker or volunteer. Have them write

what they want to be and why on their drawing.

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

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

on that understanding to regularly practice healthy diet, exercise and mental health activities. Career-ready individuals also take regular

action to contribute to their personal financial wellbeing, understanding that personal financial security provides the peace of mind

required to contribute more fully to their own career success.

Example of Use: Give each student a two-column graphic organizer to list their wants and needs.

CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods.

They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent

writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They

are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the

audience for their communication and prepare accordingly to ensure the desired outcome.

Example of Use: Play “I am going on a trip…” (while sitting in a circle) each person should name what they would take and

explain if it is a want or a need.

7 | P a g e

Career Readiness, Life Literacies and Key Skills

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

Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans

to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully

investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a

solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others.

Example of Use: Have children identify a career they want to know about, prepare a list of questions to ask about the career and

brainstorm ways to get/find the information. Ask each child to write a short report about this interesting job including information

about training needed and the best parts of the job.

8 | P a g e

9 | P a g e

10 | P a g e

11 | P a g e

Culturally Relevant Pedagogy Examples

Relationships:

• Learn about your students’ individual

cultures.

• Adapt your teaching to the way your

students learn

• Develop a connection with challenging

students

• Communicate and work with

parents/guardians on a regular basis (email

distribution, newsletter, phone calls, notes,

meetings, etc.)

Curriculum:

• Incorporate student- centered stories,

vocabulary and examples.

• Incorporate relatable aspects of students’

lives.

• Create lessons that connect the content to

your students’ culture and daily lives.

• Incorporate instructional materials that

relate to a variety of cultural experiences.

• Incorporate lessons that challenge

dominant viewpoints.

• Provide student with opportunity to engage

with text that highlights authors, speakers,

characters or content that reflect students

lived experiences (mirror) or provide a

window into the lived experience of people

whose identities differ from students.

• Bring in guest speakers.

• Use learning stations that utilize a range of

materials.

• Use Media that positively depicts a range

of cultures.

Instructional Delivery:

• Establish an interactive dialogue to engage

all students.

• Continuously interact with students and

provide frequent feedback.

• Use frequent questioning as a means to

keep students involved.

• Intentionally address visual, tactile, and

auditory learners.

• Present relatable real world problems from

various viewpoint.

12 | P a g e

13 | P a g e

SEL Competency

Examples Content Specific Activity & Approach to

SEL

✔ Self-Awareness

Self-Management

Social-Awareness

Relationship Skills

Responsible Decision-Making

Example practices that address Self-

Awareness:

• Clearly state classroom rules

• Provide students with specific feedback

regarding academics and behavior

• Offer different ways to demonstrate

understanding

• Create opportunities for students to self-

advocate

• Check for student understanding / feelings

about performance

• Check for emotional wellbeing

• Facilitate understanding of student

strengths and challenges

Teachers provide and review syllabi which

outline and review classroom rules, routines,

and procedures. Consequences for

inappropriate behavior are discussed with

the students. Students are considered

stakeholders in the creation of classroom

rules, routines, and procedures. The teacher

and students design a framework to

maximize student learning time. For

example, teachers provide and review

rubrics for Accountable Talk and dialectical

journals. The students work collaboratively

to develop a classroom environment which

supports self-regulation and a responsibility

for staying on task.

• Provide students with age appropriate

vocabulary words.

• Lead students in class activity that ask

students to identify their feelings.

• Have students make appropriate faces to

depict feelings/emotions

• Provide age appropriate scenarios and

ask students how each situation or

experience might make them feel

14 | P a g e

SEL Competency

Examples Content Specific Activity & Approach to

SEL

Self-Awareness

✔ Self-Management

Social-Awareness

Relationship Skills

Responsible Decision-Making

Example practices that address Self-

Management:

• Encourage students to take

pride/ownership in work and behavior

• Encourage students to reflect and adapt to

classroom situations

• Assist students with being ready in the

classroom

• Assist students with managing their own

emotional states

• Provide your students opportunities to

practice self-awareness and coping

mechanisms. In this way, self-regulation

skills come naturally.

• Give your students a break, especially

after an emotionally taxing activity or

before transitioning to another

activity. “Brain breaks” give students

something fun and relaxing to do. A

physical activity of some sort that will

take their mind off of things and helps

them to settle into the next task ahead is

ideal.

• Lead students in an age appropriate

discussion about what adults they can

ask for help or support when they are sad

or angry

• Lead discussion about positive, age

appropriate ways to express feelings.

Encourage students to draw pictures or

write about their feelings.

15 | P a g e

SEL Competency

Examples Content Specific Activity & Approach to

SEL

• Teacher age appropriate self-

management techniques such as belly

breathing, counting to ten, etc.

Self-Awareness

Self-Management

✔ Social-Awareness

Relationship Skills

Responsible Decision-Making

Example practices that address Social-

Awareness:

• Encourage students to reflect on the

perspective of others

• Assign appropriate groups

• Help students to think about social

strengths

• Provide specific feedback on social skills

• Model positive social awareness through

metacognition activities

• Teach an age appropriate lesson on why

it is important to identify how others feel

and what to look for (facial cues, body

language).

• Show a picture and/or have students

make facial expressions to identify how

others feel.

• Identify feelings of characters in

readings.

• Include several words that describe

emotions to your class vocabulary lists,

include picture clues

Self-Awareness

Self-Management

Social-Awareness

✔ Relationship Skills

Responsible Decision-Making

Example practices that address

Relationship Skills:

• Engage families and community members

• Model effective questioning and

responding to students

• Plan for project-based learning

• Assist students with discovering individual

strengths

• Model and promote respecting differences

• Teach age appropriate lessons on social

boundaries

• Teach lessons on how to develop social

skills e.g. how to meet someone new)

• Teach age appropriate lesson on how to

resolve conflict peacefully

16 | P a g e

SEL Competency

Examples Content Specific Activity & Approach to

SEL

• Model and promote active listening

• Help students develop communication

skills

• Demonstrate value for a diversity of

opinions

• Teach lessons on the importance of

forgiveness

Self-Awareness

Self-Management

Social-Awareness

Relationship Skills

✔ Responsible Decision-Making

Example practices that address

Responsible Decision-Making:

• Support collaborative decision making for

academics and behavior

• Foster student-centered discipline

• Assist students in step-by-step conflict

resolution process

• Foster student independence

• Model fair and appropriate decision

making

• Teach good citizenship

Educators play a vital role in guiding the

practice and implementation of student

responsible decision-making practices.

Responsible decision making is a process

that students learn. It is important for

teachers to consistently reinforce the

practices, give feedback and allow for

growth.

• Develop and enforce class rules and

shared norms, discussing them routinely.

• Give students authentic feedback for

good decisions

• Define age appropriate related terms,

(safe, honesty, etc.).

• Examine problems presented in readings

and offer other alternatives

17 | P a g e

Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies

Time/General

• Extra time for assigned tasks

• Adjust length of assignment

• Timeline with due dates for

reports and projects

• Communication system

between home and school

• Provide lecture notes/outline

Processing

• Extra Response time

• Have students verbalize steps

• Repeat, clarify or reword

directions

• Mini-breaks between tasks

• Provide a warning for

transitions

• Reading partners

Comprehension

• Precise step-by-step

directions

• Short manageable tasks

• Brief and concrete directions

• Provide immediate feedback

• Small group instruction

• Emphasize multi-sensory

learning

Recall

• Teacher-made checklist

• Use visual graphic

organizers

• Reference resources to

promote independence

• Visual and verbal reminders

• Graphic organizers

Assistive Technology

• Computer/whiteboard

• Tape recorder

• Spell-checker

• Audio-taped books

Tests/Quizzes/Grading

• Extended time

• Study guides

• Focused/chunked tests

• Read directions aloud

Behavior/Attention

• Consistent daily structured

routine

• Simple and clear classroom

rules

• Frequent feedback

Organization

• Individual daily planner

• Display a written agenda

• Note-taking assistance

• Color code materials

18 | P a g e

Differentiated Instruction

Accommodate Based on Students’ Individual Needs:

• Leveled Text

• Chunking text

• Choice Board/Menu

• Tiered Instruction

• Small group instruction

• Sentence starters/frames

• Writing scaffolds

• Tangible items/pictures (i.e., to facilitate vocabulary acquisition)

• Use of oral assessment

• Tiered learning centers

• Tiered questioning

• Data-driven student partnerships

19 | P a g e

Enrichment

Accommodate Based on Students Individual Needs: Strategies

• Adaption of Material and Requirements

• Evaluate Vocabulary

• Elevated Text Complexity

• Additional Projects

• Independent Student Options

• Projects completed individual or with Partners

• Self Selection of Research

• Tiered/Multilevel Activities

• Learning Centers

• Individual Response Board

• Independent Book Studies

• Open-ended activities

• Community/Subject expert mentorships

20 | P a g e

Assessments

Suggested Formative/Summative Classroom Assessments

• Timelines, Maps, Charts, Graphic Organizers

• Unit Assessments, Chapter Assessments, Quizzes

• DBQ, Essays, Short Answer

• Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

• Projects, Portfolio, Presentations, Prezi, Gallery Walks

• Homework

• Concept Mapping

• Primary and Secondary Source analysis

• Photo, Video, Political Cartoon, Radio, Song Analysis

• Create an Original Song, Film, or Poem

• Glogster to make Electronic Posters

• Tumblr to create a Blog

21 | P a g e

Unit 2 All About Work

Social Studies Grades K-4 New Jersey Student Learning Standards

6.1 U.S. History: America in the World All students will acquire the knowledge and skills to think analytically about how past and present

interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make

informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global

communities.

C.Economics, Innovation, and Technology

6.1.4.C.1 Apply opportunity cost to evaluate individuals’ decisions, including ones made in their communities.

6.1.4.C.2 Distinguish between needs and wants and explain how scarcity and choice influence decisions made by individuals,

communities, and nations.

6.1.4.C.3 Explain why incentives vary between and among producers and consumers.

6.1.4.C.4 Describe how supply and demand influence price and output of products.

6.1.4.C.5 Explain the role of specialization in the production and exchange of goods and services.

6.1.4.C.6 Describe the role and relationship among households, businesses, laborers, and governments within the economic

system.

6.1.4.C.8 Illustrate how production, distribution, and consumption of goods and services are interrelated and are affected by the

global market and events in the world community.

6.1.4.C.9 Compare and contrast how access to and use of resources affects people across the world differently.

6.1.4.C.10 Explain the role of money, savings, debt, and investment in individuals’ lives.

6.1.4.C.15 Describe how the development of different transportation systems impacted the economies of New Jersey and the

United States.

6.1.4.C.16 Explain how creativity and innovation resulted in scientific achievement and inventions in many cultures during

different historical periods.

22 | P a g e

Grade: 2 Unit: II

Topic: All About Work

By working, people get things they need and want. Some

people are producers, but all are consumers. More products

and services are available through trade. Technology has

changed the way people meet their wants and needs.

NJSLS: 6.1.4.C.1, 6.1.4.C.2, 6.1.4.C.3, 6.1.4.C.4, 6.1.4.C.5, 6.1.4.C.6, 6.1.4.C.8, 6.1.4.C.9, 6.1.4.C.10, 6.1.4.C.15, 6.1.4.C.16

ELA NJSLS: RI.2.10 RL. 2.10,W.2.3, 2,7 SL.2.1, SL.2.4

NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections

Demonstrate an

understanding that

people work to earn

money and help

others.

Standards:

6.1.4.C.2,6

Why do people work? What I Want to Be

Have students draw

themselves as

working

adults, including

uniforms and

appropriate dress.

Have students identify

if their selected line of

work would fall under

the category of

producer, service

worker or volunteer.

Have them write what

they want to be and

why on their drawing.

Career Information for

Kids http://kids.usa.gov/jobs/

Career Descriptions

https://www.careerkids.co

m/pages/?p=49349131-

be39-4867-8c67-

bd996428760e

Art: Illustrate their adult

working selves. (see

Sample Activities)

Standard: 1.3.P.D.2

ELA: Write a short

research report (see

Sample Activities)

Standard: NJSLSA.W2.

23 | P a g e

NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections

An Interesting Job Have

children identify a career

they want to know about,

prepare a list of questions

to ask about the career

and brainstorm ways to

get/find the information.

Ask each child to write a

short report about this

interesting job including

information about

training needed and the

best parts of the job.

Explain the choices

people make about

spending and saving.

Standards: 6.1.4.C.1,10

What are the reasons for

saving money?

Comparing Prices

Have students

brainstorm a list of

foods. Have each

student select a

different food and

write it at the top of

their own paper.

Provide newspaper,

supermarket circulars,

etc. for students to

identify how much he

or she would pay for

the item at three

different markets.

Encourage students to

How to save and why

it’s important:

http://kids.usa.gov/money

/

How to save and why it’s

important:

http://www.econedlink.or

g/lessons/index.php?lid=4

14&type=afterschool

Math: Comparing prices

of items (see Sample

Activities)

Standard: K.CC.C.6

24 | P a g e

NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections

discuss the best place to

shop for a particular item.

Identify needs and wants.

Standards:

6.1.4.C.2,8

What is the difference

between a want and a

need?

Give each student a

two column graphic

organizer to list their

wants and needs.

Allow students to

discuss with a partner

their lists and

compare and contrast

their entries.

Play “I am going on a

trip…” (while sitting

in a circle) each

person should name

what they would take

and explain if it is a

want or a need.

Give children a list of

wants and needs:

vegetables, candy,

holidays, homes, etc.

Ask them to rearrange

the list in order of

importance and take

turns explaining to the

others why they put

Website with passage

and game Wants vs.

Needs:

http://www.socialstudiesf

orkids.com/articles/econo

mics/wantsandneeds1.htm

Needs vs. Wants lesson:

http://www.pbslearningm

edia.org/resource/lpsc10.s

ci.life.lp_needwant/needs

-vs-wants/

ELA: Use a graphic organizer

to compare and contrast,

sequencing.

Standard: NJSLSA.W2.

25 | P a g e

NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections

them in that particular

order.

Distinguish between

producing and

consuming.

Standards:

6.1.4.C.3-5,8-9

What is a producer?

What is a consumer?

What is the difference

between a good and a

service?

Discuss where

various products are

made. If possible

display a product

with a “Made in …”

label. Ask children to

graph the origin of

food products,

clothing, household

items, and electronics

(4 of each). Use a

world map to identify

the countries the

items came from.

(Activity page

provided.)

Draw a piece of paper

from a bag. Distinguish

whether the description is

about a producer or a

consumer.

We Are Consumers and

Producers

http://www.econedlink.or

g/lessons/index.php?lid=4

57&type=educator

Producers or Consumers

Worksheet

http://www.superteacher

worksheets.com/food-

chains/producer-

consumer-

decomposer_WQRQT.pd f

Math: Graphing (see

Sample Activities)

Standard: K.CC.C.6

Writing/Art: Create a

collage or route (see Unit

Projects)

Standard: NJSLSA.W1.

Identify ways in

which science and

technology have

affected

communication,

How has technology

changed the way

people meet their

needs and wants?

Provide scenarios that

describe life long ago

and have the students

explain how

technology have

Games then and Now

https://www.kshs.org/teac

hers/read_kansas/pdfs/p1

4lesson.pdf

Writing: Short narrative

(see Sample Activities)

Standard: NJSLSA.W3.

Art: class mural (see

26 | P a g e

NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections

transportation, and

recreation.

Standards:

6.1.4.C.15-16

changed the way we

meet those needs now.

(For ex. Long ago

people rode horse to

get from one place to

another. Today we…)

Have children write a

story about someone

from the past that is

dropped in the present

by a time machine.

How would the world

be different? What

would she or he think

about it?

Sample Activities)

Standard: 1.3.P.D.2

27 | P a g e

Amistad Curriculum

The NJ Amistad Curriculum was designed to promote a wider implementation of educational awareness programs regarding the African

slave trade, slavery in America, and the many contributions Africans have made to American society. It is our job as educators in Paterson

Public Schools to enact this vision in our classrooms through enriching texts, discussions, and lessons designed to communicate the

challenges and contributions made. Lessons designed are not limited to the following suggested activities, we encourage the infusion of

additional instructional activities and resources that will engage the learners within your classroom.

Topics/People to Study Suggested Activity Resource

Condoleeza Rice Analyze and map the career of

Condoleeza Rice

http://www.njamistadcurriculum.net/history/unit/america-

faces-century/content/4033/6997

Land of Opportunity? (Debate Over

Illegal Immigrants)

Analyze the opportunities and

challenges faced by Illegal

Immigrants

http://www.njamistadcurriculum.net/history/unit/america-

faces-century/content/3636/7100

The National Black Feminist

Organization

Analyze impact of the National Black

Feminist Organization in the growth

of careers for African American

women.

http://www.njamistadcurriculum.net/history/unit/america-

faces-century/content/4033/7399

Sonia Sotomayor Analyze and map the career of Sonia

Sotomayor

http://www.njamistadcurriculum.net/history/unit/america-

faces-century/content/4033/7037

28 | P a g e

Amistad Additional Resources

The state of New Jersey has an Amistad Commission Interactive Curriculum for grades K-12. http://www.njamistadcurriculum.net/

All New Jersey educators with a school email address have access to the curriculum free of charge. Registration can be found on the homepage of

the NJ Amistad Curriculum. All Paterson Public School Social Studies teachers should create a login and password.

The topics covered in the Amistad curriculum are embedded within our curricula units. The Amistad Commission Interactive Curriculum units

contain the following topics:

1. Social Studies Skills 8. The Civil War and Reconstruction (1861-1877)

2. Indigenous Civilization (1000-1600) 9. Post Reconstruction and the origins of the Progressive Era

3. Ancient Africa (3000-1492) 10. America Confronts the 20th Century and the emergent of Modern

America (1901-1920)

4. The emerging Atlantic World (1200-1700) 11. America in the 1920s and 1930s, Cultural, Political, and

Intellectual, Development, and The New Deal, Industrialization

and Global Conflict (1921-1945)

5. Establishment of a New Nation and Independence to Republic

(1600-1800)

12. America in the Aftermath of Global Conflict, Domestic and

Foreign Challenges, Implications and Consequences in an ERA of

reform. (1946-1970)

6. The Constitution and Continental Congress (1775-1800) 13. National and Global Debates, Conflicts, and Developments & America

Faces in the 21st Century (1970-Present)

7. The Evolution of a New Nation State (1801-1860)

The Amistad Commission Interactive Curriculum contains the following resources for a teacher’s use that aligns with the topics covered:

1. Intro

2. Activities

3. Assessments

4. Essentials

5. Gallery

6. Griot

7. Library

8. Links

9. Rubrics

10. Tools

All Resources on the NJ Amistad Curriculum website site are encouraged and approved by the district for use.

29 | P a g e

Holocaust Curriculum

In 1994 the legislature voted unanimously in favor of an act requiring education on the Holocaust and genocide in elementary and secondary education

and it subsequently signed into law by Governor Whitman. The law indicates that issues of bias, prejudice and bigotry, including bullying through the

teaching of the Holocaust and genocide, shall be included for all children from K-12th grade. Because this is a law and in Statute any changes in

standards would not impact the requirement of education on this topic in all New Jersey public schools.

Topics/People to Study Suggested Activity Resource

Native American Symbols Students will investigate Native

American cultural symbols. Students will

create a bulletin board of their favorite

Native American symbols and present it

to the class.

https://edsitement.neh.gov/lesson-plans/not-

indians-many-tribes-native-american-diversity

Unity in Diversity Students will list all the differences in

their classroom. Students will learn the

word diversity and how it makes our

world more interesting. Students will list

what they find fun to learn about other

students.

https://www.tolerance.org/classroom-

resources/tolerance-lessons/its-okay-to-feel-

different-0

Holiday Celebration Students will explore the holidays of

different cultures and faiths. Students

will create a brochure depicting one

holiday of another culture.

https://uri.org/kids/world-religions

Flags and Cultures of the World Students will learn about the different

national origins of students in the

classroom. Students will research and

create flags for the students’ national

http://www.preschoolrainbow.org/multicultural.htm

30 | P a g e

origins. Students will combine the flags

into a unique presentation.

31 | P a g e

DBQs Document Based Questions (DBQs) require students to utilize multiple primary and secondary sources that afford them the ability to create

an argumentative response to a prompt. DBQs align with the English Language Arts instruction and require students to utilize material rich

in content, ground their reading and writing using textual evidence and provides students with the opportunity to engage in regular practice

with complex text and engage in high level critical thinking.

A DBQ has been developed for each curricular unit within the grade level and the resources are located on the Paterson Public School

District website. To access the resources, please visit the DBQ/Research tab on the Social Studies page.

32 | P a g e

33 | P a g e

Unit Vocabulary:

• Earn

• Tax

• Volunteer

• Needs

• Wants needs

• Shelter

• Goods

• Service

• Table of contents

• Index

• Keyword

• Producer

• consumer

• Factory

• Trade

• Prediction

• Technology

34 | P a g e

Unit Project (Choose 1)

Project 1 (Suggested) Project 2 (Suggested)

Goods and Services collage: Look through magazines for product

advertisements. Cut out images and make a collage of goods and

services. Choose the most important good and explain what makes

it important. Do the same with a service.

Pick a country other than the U.S. from the sample activity above

(see 1st

Sample Activity). Research what goods the country produces and design a trade route between the country and the

U.S. Use color pencils or markers to mark the route on a map.

Decide what methods of transportation your route requires. Write

to answer:

• why you picked this product?

• who would buy the product?

• what need or want it would fulfill?

35 | P a g e

Speaking Rubric of the WIDA Consortium

Task Level Linguistic Complexity Vocabulary Usage Language Control

1 - Entering Single words, set phrases or

chunks of memorized oral

language

Highest frequency vocabulary from school

setting and content areas

When using memorized language, is generally

comprehensible; communication may be significantly

impeded when going beyond the highly familiar

2 - Emerging

Phrases, short oral sentences General language related to the content area;

groping for vocabulary when going beyond

the highly familiar is evident

When using simple discourse, is generally

comprehensible and fluent; communication may be

impeded by groping for language structures or by

phonological, syntactic or semantic errors when going

beyond phrases and short, simple sentences

3 - Developing

Simple and expanded oral

sentences; responses show

emerging complexity used to

add detail

General and some specific language related to

the content area; may grope for needed

vocabulary at times

When communicating in sentences, is generally

comprehensible and fluent; communication may from

time to time be impeded by groping for language

structures or by phonological, syntactic or semantic

errors, especially when attempting more complex oral

discourse

4 - Expanding

A variety of oral sentence

lengths of varying linguistic

complexity; responses show

emerging cohesion used to

provide detail and clarity

Specific and some technical language related

to the content area; groping for needed

vocabulary may be occasionally evident

At all times generally comprehensible and fluent,

though phonological, syntactic or semantic errors that

don’t impede the overall meaning of the

communication may appear at times; such errors may

reflect first language interference

5 - Bridging

A variety of sentence lengths of

varying linguistic complexity

in extended oral discourse;

responses show cohesion and

organization used to support

main ideas

Technical language related to the content

area; facility with needed vocabulary is

evident

Approaching comparability to that of English

proficient peers in terms of comprehensibility and

fluency; errors don’t impede communication and may

be typical of those an English proficient peer might

make

36 | P a g e

*English proficiency level 6 is not included in the Speaking Rubric as it is reserved for students whose oral English is comparable to that of their

English-proficient peers.

Writing Rubric of the WIDA Consortium (Grades 1-12)

Task Level Linguistic Complexity Vocabulary Usage Language Control

1 - Entering

Single words, set phrases or chunks of simple

language; varying amounts of text may be

copied or adapted; adapted text contains

original language.

Usage of highest frequency vocabulary

from school setting and content areas.

Generally comprehensible when text is copied or

adapted from model or source text;

comprehensibility may be significantly impeded

in original text.

2 - Emerging

Phrases and short sentences; varying amount

of text may be copied or adapted; some

attempt at organization may be evidenced.

Usage of general language related to the

content area; lack of vocabulary may be

evident.

Generally comprehensible when text is adapted

from model or source text, or when original text

is limited to simple text; comprehensibility may

be often impeded by errors.

3 - Developing

Simple and expanded sentences that show

emerging complexity used to provide detail.

Usage of general and some specific

language related to the content area; lack

of needed vocabulary may be evident.

Generally comprehensible when writing in

sentences; comprehensibility may from time to

time be impeded by errors when attempting to

produce more complex text.

4 - Expanding

A variety of sentence lengths of varying

linguistic complexity; emerging cohesion

used to provide detail and clarity.

Usage of specific and some technical

language related to the content area; lack

of needed vocabulary may be occasionally

evident.

Generally comprehensible at all times, errors

don’t impede the overall meaning; such errors

may reflect first language interference.

5 - Bridging

A variety of sentence lengths of varying

linguistic complexity in a single organized

paragraph or in extended text; cohesion and

organization

Usage of technical language related to the

content area; evident facility with needed

vocabulary.

Approaching comparability to that of English

proficient peers; errors don’t impede

comprehensibility.

6 - Reaching*

A variety of sentence lengths of varying

linguistic complexity in a single tightly

organized paragraph or in well-organized

extended text; tight cohesion and organization

Consistent use of just the right word in

just the right place; precise Vocabulary

Usage in general, specific or technical

language.

Has reached comparability to that of English

proficient peers functioning at the “proficient”

level in state-wide assessments.

37 | P a g e

GRADE 6-12 – RUBRIC (Revised July 29, 2014)* Narrative Task (NT)

Construct Measured Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point 0

Writing Written Expression The student response:

is effectively developed

with narrative elements

and is consistently

appropriate to the task;

demonstrates purposeful

coherence, clarity, and

cohesion, making it easy

to follow the writer’s

progression of ideas;

establishes and maintains

an effective style,

attending to the norms

and conventions of the

discipline.

The student response:

is mostly effectively

developed with narrative

elements and is mostly

appropriate to the task,

demonstrates coherence,

clarity and cohesion,

making it fairly easy to

follow the writer’s

progression ideas,

establishes and maintains

a mostly effective style,

while attending to the

norms and conventions

of the discipline.

The student response:

is developed with some

narrative elements and is

somewhat appropriate

to the task; demonstrates

some coherence, clarity,

and/or cohesion, making

the writer’s progression

of ideas usually

discernible but not

obvious; has a style that

is somewhat effective,

generally attending to

the norms and

conventions of the

discipline.

The student response:

is minimally developed

with few narrative

elements and is limited

in its appropriateness to

the task; demonstrates

limited coherence,

clarity, and/or cohesion,

making the writer’s

progression of ideas

somewhat unclear; has a

style that has limited

effectiveness, with

limited awareness of the

norms of the discipline.

The student response:

is undeveloped and/or

inappropriate to the

task; lacks coherence,

clarity, and cohesion, has

an inappropriate style,

with little to no

awareness of the norms

of the discipline.

Writing Knowledge of

Language and Conventions The student response to

the prompt demonstrates

full command of the

conventions of standard

English at an appropriate

level of complexity.

There may be a few

minor errors in

mechanics, grammar and

usage, but meaning is

clear.

The student response to

the prompt demonstrates

some command of the

conventions of standard

English at an appropriate

level of complexity.

There may be errors in

mechanics, grammar and

usage, that occasionally

impede understanding,

but the meaning is

generally clear.

The student response to

the prompt demonstrates

limited command of the

conventions of standard

English at an appropriate

level of complexity.

There may be errors in

mechanics; grammar and

usage that often impede

understanding.

The student response to

the prompt demonstrates

no command of the

conventions of standard

English at an appropriate

level of complexity.

Frequent and varied

errors in mechanics,

grammar, and usage

impede understanding.

38 | P a g e

ELL Resources

▪ Learning style quiz for students- http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml

▪ “Word clouds” from text that you provide-http://www.wordle.net/

▪ Bilingual website for students, parents and educators: http://www.colorincolorado.org/

▪ Learn a language for FREE-www.Duolingo.com

▪ Time on task for students-http://www.online-stopwatch.com/

▪ Differentiation activities for students based on their lexile- www.Mobymax.com

▪ WIDA- http://www.wida.us/

▪ Everything ESL - http://www.everythingESL.net

Judy Haynes' s ESL website with a discussion forum, lesson plans, teaching tips, & resources for teachers

▪ ELL Tool Box Suggestion Site http://www.wallwisher.com/wall/elltoolbox

best practices for various aspects of an English language classroom

▪ Hope4Education - http://www.hope4education.com

Books, online workshops, on-site training and presentations, help meeting the NCLB and state curriculum standards, discussion

forums, and tele-chats hosted by Hope Blecher-Sass

▪ Learning the Language http://blogs.edweek.org/edweek/learning-the-language/

Mary Ann Zehr's blog for Education Week - news, controversies, initiatives, research, legislative updates about teaching English

language learners

▪ FLENJ (Foreign Language Educators of NJ) 'E-Verse' wiki: http://www.flenj.org/Publications/?page=135

▪ OELA - http://www.ed.gov/offices/OBEMLA

The Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient

Students

▪ New Jersey Department of Education- Bilingual Education information http://www.state.nj.us/education/bilingual/

39 | P a g e

ELL Resources

▪ Learning Resource Centers (LRC Network) http://www.state.nj.us/education/lrc

supported through the NJDOE, Office of Special Education Programs.

Click on "Services" and scroll down to the library in your region.

▪ 1-Language.com - http://www.1-language.com

Activities, exercises, worksheets, forums, chats, articles, and more

▪ Repeat After Us - http://repeatafterus.com/

The best collection of copyright-free English texts and scripted recordings

▪ Learning Vocabulary Can Be Fun - http://www.vocabulary.co.il

Games and quizzes for practicing vocabulary

Students K-12

▪ Teaching Reading and Language Arts - http://teachingreadingandla.pbworks.com

Sites and resources for classroom instruction compiled by Keith Schoch

▪ Mrs. Hurley's ESL Pagehttp://www.mrshurleysesl.com

Tips, activities, information & links for students and teachers

▪ Children's Literature Web Guide - http://www.ucalgary.ca/~dkbrown/index.html

Many Internet resources related to books for children and young adults including lists, reviews, and lesson plans & more

▪ 21st Century Centers http://www.21stcenturycenters.com/21cc/Home.html

Implement "Centers" in a high school classroom using the i-pod touch

▪ Windows to the Universe - English: http://www.windows.ucar.edu Spanish: http://www.windows.ucar.edu/spanish

A comprehensive science education and reference site spanning a broad range of Earth and Space Science topics and related topics in

the humanities

40 | P a g e

ELL Resources

▪ ESL Summer Programs at Colleges in New York State for Kids & Teens 8-18

http://www.summeroncampus.com/main/ActivityProgramsList.asp?CategoryID=25

Search by college or location. Updated annually