Upload
others
View
3
Download
0
Embed Size (px)
Citation preview
Secaucus Board of Education
Grade 4 Social Studies Curriculum
Originally written in July 2013 Updated and Aligned to the New Jersey Core Curriculum Content Standards for Social Studies (2014) and the Common Core Standards for Reading and Writing (2010). Approved by the Secaucus Board of Education: May 15, 2014
Grade 4 Social Studies Curriculum 2014
Standard: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural
understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.
Strand: A. Civics, Government, and Human Rights
Essential Questions Enduring Understandings Activities and Student Experiences
How do citizens, civic
ideals, and government
institutions interact to
balance the needs of
individuals with the
common good?
Active citizens exercise their rights
and responsibilities by participating
in democratic processes.
Class discussion about which rules are most important to a well-
organized classroom environment. Work in small groups to
create classroom rules.
Create a “Pocket Bill of Rights Flip Book.” (Write one
amendment per page and illustrate images that pertain to that
amendment.)
Create a color-coded diorama of the federal government
Write a letter to a local representative.
Research and display interesting information about local, county,
state, and federal officials.
Create a “Who’s Who? In Our Government” bulletin board.
Create a “Current Events of the Week” bulletin board, dividing it
into four sections: Community News, State News, National
News, and World News.
Create a civil rights Trifold. (On the top flap, write the name of
civil rights leader. On the bottom outside flap, label the social
event that they were a catalyst to. On the top inside flap, copy an
exact quote from the leader. In the middle section, illustrate the
quotation. Finally on the bottom inside flap, write about what
Content Statements Cumulative Progress Indicators
Rules and laws are
developed to protect
people’s rights and the
security and welfare of
society.
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.
The United States
Constitution and Bill of
Rights guarantee certain
fundamental rights for
citizens.
6.1.4.A.2 Explain how fundamental
rights guaranteed by the United
States Constitution and the Bill of
Rights (i.e., freedom of expression,
freedom of religion, the right to
vote, and the right to due process)
contribute to the continuation and
improvement of American
democracy.
Grade 4 Social Studies Curriculum 2014 American constitutional
government is based on
principles of limited
government, shared
authority, fairness, and
equality.
6.1.4. A. 3 Determine how
“fairness,” “equality,” and the
“common good” have influenced
change at the local and national
levels of United States government.
you think the quote means.)
Analyze the job listings in the classifieds section of different
newspapers to determine where an immigrant family should
settle. (See website below on National Parks Service website, the
Port Ellis Island Lesson Plan.)
Write a letter to Kim Jung Il. The class will pretend that Kim
Jung Il needs help creating a new society that allows people to
have certain freedoms. First they will create a Venn diagram
comparing a nation with rights versus a nation without rights.
Then they will a report persuading Kim Jung Il to give his
citizens more rights and responsibilities. The students can
include any photographs or diagrams they feel is relevant and
will help Kim Jung Il see the differences.
There are different branches
within the United States
government, each with its
own structure, leaders, and
processes, and each
designed to address specific
issues and concerns.
6.1.4. A. 4 - Explain how the
United States government is
organized and how the United
States Constitution defines and
limits the power of government.
6.1.4. A .5 - Distinguish the roles
and responsibilities of the three
branches of the national
government.
6.1.4. A. 6 - Explain how national
and state governments share power
in the federal system of
government.
Grade 4 Social Studies Curriculum 2014 In a representative
democracy, individuals elect
representatives to act on the
behalf of the people.
6.1.4. A. 7 - Explain how the
United States functions as a
representative democracy, and
describe the roles of elected
representatives and how they
interact with citizens at local, state,
and national levels.
6.1.4. A.8 - Compare and contrast
how government functions at the
community, county, state, and
national levels, the services
provided, and the impact of policy
decisions made at each
level.
The examination of
individual experiences,
historical narratives, and
events promotes an
understanding of individual
and community responses to
the violation of fundamental
rights.
6.1.4. A. 9 - Compare and contrast
responses of individuals and
groups, past and present, to
violations of fundamental rights.
6.1.4. A. 10 - Describe how the
actions of Dr. Martin Luther King,
Jr., and other civil rights leaders
served as catalysts for social
change and inspired social activism
in subsequent generations.
Grade 4 Social Studies Curriculum 2014 The United States
democratic system requires
active participation of its
citizens.
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. 12 - Explain the process
of creating change at the local,
state, or national level.
Immigrants can become and
obtain the rights of
American citizens.
6.1.4. A. 13 - Describe the process
by which immigrants become
United States citizens.
The world is comprised of
nations that are similar to
and different from the
United States.
6.1.4. A. 14 - Describe how the
world is divided into many nations
that have their own governments,
languages, customs, and laws.
In an interconnected world,
it important to consider
different cultural
perspectives before
proposing solutions to local,
state, national, and global
challenges.
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.
Grade 4 Social Studies Curriculum 2014 In an interconnected world,
it important to consider
different cultural
perspectives before
proposing solutions to local,
state, national, and global
challenges.
6.1.4. A. 16 - 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.A.4.1-4
6.3.B.4.1
6.3.C.4.1
6.3.D.4.1
Desired Results
Grade 4 Social Studies Curriculum 2014 · Students will explain our system of government, how it
functions, and what it does for our people and our country
· Students will understand the rights, responsibilities, and
privileges of a US citizen.
· Delineate the respective roles of the three branches of the
federal and state governments.
· Identify major services provided by state and local
government.
· Recognize national, state, and local legislators and
government officials and explain how to contact them for
help, or to express an opinion.
· Describe the process by which immigrants become United
States citizens.
· Describe how American values and beliefs such as
equality of opportunity, fairness to all, equal justice,
separation of church and state, and the rights guaranteed
by the Constitution and Bill of Rights, contribute to the
continuation of American Democracy.
· Evaluate the importance of traditions, values, and beliefs
which form a common American heritage in an
increasingly diverse American society.
Grade 4 Social Studies Curriculum 2014 Assessments
To show evidence of meeting this standard, students may:
· Create a tree telling about the three branches of
government (Project Organizer/Review and Research
Masters)
· Create a chart describing the four levels of government
· Review Sheets
· Vocabulary
· Unit Assessment
· Formative Assessment
· Open-ended question: What are privileges of being a
citizen?
· Portfolio to show how the students’ skills have developed.
· Flow charts of the three branches of government and their
functions. (tree, mobile, sticky-notes chart)
· Role play the system of checks and balances
· Debates
· Ongoing Assessment: Reflective writing about social
affects observed in everyday life.
Teacher Resources
www.archives.gov
www.bccls.org
www.bensguide.gpo.gov
http://betterlesson.com/unit/10429/what-it-means-to-be-
american-a-look-at-u-s-civics#/document/84723/american-civics-
unit-lesson-2-bill-of-rights-bill-of-rights-flip-
book?&_suid=135472101035905474280023864573
www.brainpop.com
www.educationworld.com/a_sites/sites087.shtml
www.edudemic.com
www.globalclassroom.orgwww.kids.gov
www.icivics.org
www.kids.gov
www.kids.usa.gov/social-studies/index.shtml
www.kidsvillenews.com/hudson
www.pbs.org/teachers
www.nj.gov/state/historykids/teachersGuide.htm
http://www.nps.gov/elis/forteachers/lessonplansandteacherguides
.htm
www.scholastic.com/teachers/student-activities
www.socialstudies.org
www.socialstudiesforkids.com
www.uscis.gov/portal/site/uscis/citizenship
Equipment Needed
Internet, SMARTBoards, Crayons or Markers, Pencil, Papers,
Grade 4 Social Studies Curriculum 2014
Standard: 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.
Strand: B. Geography, People and the Environment
Essential Questions Enduring Understandings Activities and Student Experiences
What defines a region?
How does a map tell a
story?
Why do people choose to
live where they do?
How does a regions
geography, climate, and
natural resources affect the
way people live and work?
How do physical
geography, human
geography, and the human
environment influence the
development of cultures,
societies, and nations?
Physical geography influences
and determines the development
of cultures, societies and nations.
Human interaction develops
cultures, societies, and nations.
New Jersey has diverse
landforms that provide
opportunities for activities and
business.
Active citizens recognize the
consequences of human
interactions with environment
and take actions to promote
positive outcomes.
Create a geographical map of New Jersey. Label bordering
states and bodies of water. As you progress through the unit,
label each geographical region with the features of the land.
Create a relief map with paper mache or clay as each region is
discussed.
Work in cooperative groups to list counties and qualities of 1 of
the 6 geographic regions of New Jersey. Complete a web
organizer for each.
Collect the weather map from USA Today for a month to show
weather trends here and across the country.
Use the internet to track weather data in different parts of the
United States.
Create a map of area of study and make a map key for different
types of terrain and vegetation.
Compare and contrast maps of an area to show how the area
has changed over time.
Compare censes data to show how the population growth has
impacted the environment.
Content Statements Cumulative Progress Indicators
Spatial thinking and
geographic tools can be
used to describe and
analyze the spatial patterns
and organization of
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.
Grade 4 Social Studies Curriculum 2014 people, places, and
environments on Earth.
Places are jointly
characterized by their
physical and human
properties.
The physical environment
can both accommodate
and be endangered by
human activities.
Regions form and change
as a result of unique
physical/ecological
conditions, economies,
and cultures.
Patterns of settlement
across Earth’s surface
differ markedly from
region to region, place to
place, and time to time.
Advancements in science
and technology can have
unintended consequences
that impact individuals
and/or societies.
Urban areas, worldwide,
share common physical
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.
Create a map showing cultural settlements in New Jersey and
across the country.
Play geography Jeopardy Game
Analyze a real map of your community. How was it settled?
Why did early residents stay in this place? Did the first settlers
of your community move and settle anywhere else?
Describe settlements that existed before cities (stopping places
on trade routes, farmsteads, Native American villages.)
Discuss geographic reasons for New Jersey’s first cities.
Conduct a research study of how storms impact the regions of
New Jersey, geographically, economically, and socially.
Work in groups to create a map/model of an ideal community
that includes homes, transportation, places of worship,
shopping, parks, and recreational opportunities.
Research New Jersey industry, naming company names and
locations, use findings to create a chart or display.
Invite local environmental agencies to speak about the impact
people have on the environment.
Develop questions for guest speakers.
Watch videos or read about how other school groups have
addressed environmental issues at the local or state level.
Discuss successful elements of the projects in small groups and
determine if any could be effectively replicated in the
6.1.4.B.3- Explain how and when
it is important to use digital
geographic tools, political maps,
and globes to measure distances
and to determine time zones and
locations using latitude and
longitude.
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.
6.1.4.B.5 - Describe how human
interaction impacts the
environment in New Jersey and
the United States.
6.1.4.B.6 - Compare and contrast
characteristics of regions in the
United States based on culture,
economics, politics, and physical
environment to understand the
concept of regionalism.
Grade 4 Social Studies Curriculum 2014 characteristics, but may
also have cultural
differences.
6.1.4.B.7 - Explain why some
locations in New Jersey and the
United States are more suited for
settlement than others.
community.
6.1.4.B.8 - Compare ways people
choose to use and divide natural
resources.
6.1.4.B.9 - Relate advances in
science and technology to
environmental concerns, and to
actions taken to address them.
6.1.4.B.10 - Identify the major
cities in New Jersey, the United
States, and major world regions,
and explain how maps, globes,
and demographic tools can be
used to understand tangible and
intangible cultural differences.
6.3.4.B.1- Plan and participate in
an advocacy project to inform
others about environmental
issues at the local or state level
and propose possible solutions.
Desired Results
Students will be able to describe the varied geography of the
regions of the State of New Jersey, identify latitude and
longitude for New Jersey.
Students can name New Jersey’s bordering states.
Students will name the oceans and important bodies of water.
Grade 4 Social Studies Curriculum 2014
Students will describe New Jersey’s varied environment in
terms of population.
Students will describe the importance of many of New Jersey’s
natural resources.
Students will investigate how State and local parks and lakes
are used and protected.
Students will recognize the efforts of citizens to protect New
Jersey’s environment.
Students will explain where, how, and why settlements were
created.
Students will describe how industry and resources influence
who lives in a community.
Assessments
Teacher Resources
www.kids.gov
www.EDSITEment.com
www.archives.gov
www.pbs.org/teachers
www.icivics.org
www.goedonline.com
www.lessonsingeography.com
www.internet4classrooms.com/4thSocSt.
www.womeninworldhistory.com
www.nea.org
www.archives.gov/research/arc/topics/environment/
www.nationalgeographic.com
http://www.socialstudies.org/resources
http://ciese.org/curriculum/weatherproj2/en/ac.
To show evidence of meeting this standard, students may:
Label a Map (to illustrate knowledge of bodies of water,
landforms, regions, counties, etc.)
Locate latitude and longitude of New Jersey, locate time zone.
Create a Brochure outlining the characteristics of one
geographic region of New Jersey.
Write an opinion piece outlining which New Jersey
geographical region is the best to live in.
Create an “infomercial” convincing people that New Jersey’s
environment is worth protecting.
Grade 4 Social Studies Curriculum 2014 Open ended question:
What industries are important to New Jersey today?
Create a mobile displaying the products of New Jersey.
Locate early New Jersey settlements on a map (Dutch, Swedish
and French) and explain how the geography influenced life in
that settlement.
Portfolio of completed mapping activities.
Summarize information given from the presenters.
Participation in class discussion and group activities.
Watch This Space: Designing, Defending, and Sharing Public
Spaces. By Hadley Dyer. Illustrated by Marc Ngui. Kids Can
Press. 80pp. ISBN 978-1-55453-293-3.
Online rubric creator:
http://rubistar.4teachers.org/
Equipment Needed
Art Supplies
Maps
Internet
Trade Books
Newspapers
Teacher created rubrics
Grade 4 Social Studies Curriculum 2014
Standard: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.
Strand:Economics, Innovation, and Technology
Essential Questions Enduring Understandings Activities and Student Experiences
How can
individuals,
groups, and
societies apply
economic
reasoning(supply
and demand) to
make difficult
choices about
scarce resources?
What are the
possible
consequences of
these decisions for
individuals,
groups, and
societies?
How have
scientific and
technological
developments over
the course of time
changed the way
people live and
economies and
Individuals, groups, and
societies may have to
apply economic reasoning
to make difficult choices
about scarce resources
that can have long lasting
impact on individuals,
groups, and societies.
Entrepreneurship,
industrialization, and
technology contribute to
the advancement of
communication.
There are implications to
saving, spending, and
supply and demand.
Scientific and
technological
developments over the
course of time have
changed the way people
live, and economies and
governments function.
Begin a New Jersey product hunt. Collect labels,
advertisements, and pictures. Create collages.
Create a transportation time line. Place dates and
descriptions on top of the time line and create
pictures under the time line.
Research New Jersey’s inventions and inventors
Compare and Contrast Early New Jersey industry
and Industry in New Jersey today.
Given a set budget students identify and locate
prices of items needed for everyday life.
Define the word “save” and make a list of things
people save.
Potentially visit Waterloo Village to see Canal, The
Great Falls in Paterson, or local industry.
Grade 4 Social Studies Curriculum 2014 governments
function?
Content Statements Cumulative Progress
Indicators
People make decisions
based on their needs,
wants, and the availability
of resources.
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.
Economics is a driving
force for the occurrence of
various events and
phenomena in societies.
6.1.4.C.3- Explain why
incentives vary between and
among producers and consumers.
6.1.4.C.4 -Distinguish between
needs and wants and explain how
scarcity and choice influence
decisions made by individuals,
communities, and nations
6.1.4.C.5 -Explain the role of
specialization in the production
and exchange of goods and
services.
Interaction among various
institutions in the local,
national, and global
economies influence
policymaking and societal
outcomes.
6.1.4.C.6 - Describe the role and
relationship among households,
businesses, laborers, and
governments within the
economic system.
Grade 4 Social Studies Curriculum 2014 6.1.4.C.7 -Explain how the
availability of private and public
goods and services is influenced
by the global market and
government.
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.
Availability of resources
affects economic
outcomes.
6.1.4.C.9 - Compare and contrast
how access to and use of
resources affects people across
the world differently.
Understanding of financial
instruments and outcomes
assists citizens in making
sound decisions about
money, savings, spending,
and investment.
6.1.4.C.10-Explain the role of
money, savings, debt, and
investment in individuals’ lives.
6.1.4.C.11-Recognize the
importance of setting long-term
goals when making financial
decisions within the community.
Creativity and innovation
affect lifestyle, access to
information, and the
creation of new products
and services.
6.1.4.C.12-Evaluate the impact of
ideas, inventions, and other
contributions of prominent
figures who lived New Jersey.
6.1.4.C.13-the qualities of
entrepreneurs in a capitalistic
society.
Grade 4 Social Studies Curriculum 2014 Economic opportunities in
New Jersey and other
states are related to the
availability of resources
and technology.
6.1.4.C.14-Compare different
regions of New Jersey to
determine the role that
geography, natural resources,
climate, transportation,
technology, and/or the labor
force have played in economic
opportunities.
6.1.4.C.15- Describe how the
development of different
transportation systems impacted
the economies of New Jersey and
the United States.
Creativity and innovation
have led to improvements
in lifestyle, access to
information, and the
creation of new products.
6.1.4.C.16-Explain how
creativity and innovation resulted
in scientific achievement and
inventions in many cultures
during different historical
periods.
6.1.4.C.17-Determine the role of
science and technology in the
transition from an agricultural
society to an industrial society,
and then to the information age.
6.1.4.C.18- Explain how the
development of communications
systems has led to increased
collaboration and the spread of
ideas throughout the United
States and the world.
Desired Results
Grade 4 Social Studies Curriculum 2014
Students will identify and describe various kinds
of industries in New Jersey.
Students will explain how industry began in
colonial New Jersey.
Students will identify the natural resources that
first led to industry in New Jersey.
Students can explain the concept of barter and
trade
Students will recognize the importance of tinkers
and inventors, especially Seth Boyden and
Thomas Edison.
Students will investigate the importance of
manufacturing in New Jersey today.
Students will think about the benefits that places,
like the Jersey Shore, bring to the economy of
New Jersey.
Students will describe how the development of
transportation systems impacted New Jersey’s
economy.
Assessments
Review Sheets
Vocabulary
Project
Unit Assessment
Teacher Resources
www.kids.gov
www.EDSITEment.com
www.archives.gov
www.pbs.org/teachers
www.icivics.org
www.goedonline.com
www.brainpop.cpm
www.bensguide.gpo.gov
www.edudemic.com
www.globalclassroom.org
www.socialstudiesforkids.com
www.socialstudies.org
To show evidence of meeting this standard, students may:
Review Sheets
Vocabulary
Project
Unit Assessment
Equipment Needed
Grade 4 Social Studies Curriculum 2014
District Textbook, Internet Resources, Promethean/Smart Board
www.kids.usa.gov/social-studies/index.shtml
www.clevelandfed.org
www.ndstudies.org
www.econedlink.org
www.quizlet.com
www.classroom.jc-school.net
Grade 4 Social Studies Curriculum 2014
Standard: 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.
Strand: D. History, Culture, and Perspectives
Essential Questions Enduring Understandings Activities and Student Experiences
How have events of the
past shaped the present?
Why did so many
communities immigrate to
America?
How has immigration
affected the development
the United States,
specifically New Jersey?
Why is it important to
learn about other cultures?
Cultural differences between
European colonists and Native
Americans led to conflicts and
shaped the nation as it exists
today
New Jersey has had and continues
to have a diverse population
Religious persecution, political
and economic instability and the
desire for a better life led many to
emigrate to North America in the
1600 and 1700s
Constitutions (compacts and
charters) establish governmental
structures and protections of
essential rights that allow divers
peoples to live in harmony.
The Declaration of Independence
was written to explain why the
colonists wanted to separate from
Britain.
The Declaration of Independence
has had an enduring impact
because of its clear statement of
the natural rights of each
individual to life, liberty and the
pursuit of happiness and to the
Research the Lenni Lenape society and write a
written report. (Students can create a PowerPoint
to present findings).
Create a Newspaper Article as if they were a
villager to update their community about town
facts and news.
Create a diorama.
Research the voluntary and involuntary
immigration of people into NJ. Students can create
a mock society to imagine the experience of
immigrants and their assimilation.
Students reenact a group of immigrants arriving in
Ellis Island. They go through the
stations that the immigrants had to pass through
(medical examiner, medical specialists,
government inspector, and board of inquiry).
Students can keep a journal or blog documenting
their immigrant experiences and the challenges
they faced.
Role Playing.
Create a timeline of the key events that lead to the
formation of the United States.
Write a short play to highlight important events.
Make a New Jersey bulletin board.
Make a poster of New Jersey’s regions.
Make a chart naming New Jersey’s members of
Grade 4 Social Studies Curriculum 2014 right of the people to institute a
new government when their
current government does not
protect these natural rights.
The diverse settlement patterns in
colonial New Jersey necessitated
a degree of religious freedom and
tolerance in the political structure.
The American colonists gained a
huge expanse of land with the
Peace Treaty of 1783 that ended
the American Revolution.
Key historical events, documents,
individuals and choices made led
to the development of our nation.
The U.S. Constitution and Bill of
Rights reflect American values of
fairness, equality and diversity by
protecting individual rights and
giving voice to diverse views
through representation in
government.
Slavery led to the Civil War and
New Jersey fought for the Union.
New Jersey has had and continues
to have a diverse population of
immigrants from around the
world.
The Founders believed that
human beings had certain natural
rights to life liberty and property
and to protect these rights people
consent to obey the laws and
government they create.
Leaders affect the way that
the House of Representatives.
Write a journal entry from the point of view of an
early explorer of New Jersey.
Write a letter dated in the early 1800’s to someone
who does not live in New Jersey explaining the
changes and growth of the time
As a patriot, write a letter to Parliament explaining
how the Stamp Act has taken away freedoms.
Give a speech supporting the new Constitution.
Character sketch of George Washington.
Discuss the importance of the three words: “We
the people…”
Cause & Effect: Discuss how the Constitution and
Bill of Rights affected the United States.
Write an essay explaining what the purpose of the
Declaration of Independence was.
Create a Community Tree to show roles of
important government officials (founding fathers).
Create character sketches of George Washington,
Thomas Jefferson, and Benjamin Franklin.
Compare 2 Founding Fathers using a Venn
Diagram.
Conduct a mock interview between George
Washington, Thomas Jefferson, and Benjamin
Franklin.
Write and act out an interview with William
Livingston.
Pretend you could travel in a time machine and be
a key figure from the American Revolution. What
would you do? Explain.
Current events reporting (from Revolutionary War
time period).
Create a map of the underground railroad.
Write a journal entry/ blog about being a slave.
Grade 4 Social Studies Curriculum 2014 countries grow and develop.
Revolutionary leaders including
George Washington, Thomas
Jefferson, Benjamin Franklin, and
Governor William Livingston,
fought for independence from
England.
The regional geography of New
Jersey played a crucial role in the
American Revolution and the
survival of the Continental Army.
The Revolutionary War created
harsh economic conditions in
New Jersey, forcing the
Continental Army and New
Jersey citizens to make difficult
choices. (opportunity costs)
The harsh conditions of slavery in
America created political and
moral crises that led to the Civil
War.
New Jersey’s location and
physical geography made it a
transit point for the Underground
Railroad.
Personal, family, and community
history is a source of information
for individuals about the people
and places around them.
The study of American folklore
and popular historical figures
enables Americans with diverse
cultural backgrounds to feel
connected to a national heritage.
Cultures include traditions,
Research Perth Amboy’s role in Slavery.
Research slavery in different regions of NJ and
where slavery was more prevalent.
Make a mural that shows how the Lenape lived.
Write a description of each of New Jersey’s four
natural regions.
Write a narrative from the point of view of a
Lenape Indian.
Read “Rainbow Crow, a Lenape Tale
Write a paragraph describing the growth of a New
Jersey city in the early 1800’s.
Compare/contrast East Jersey and West Jersey
How would you have defined loyalty in 1776?
If you intended to be loyal to the Crown, how
would you explain your reasons for being loyal to
the King?
If you were a revolutionary, what reasons would
you give for supporting extraordinary measures to
separate yourself from Great Britain?
Make a table to categorize information about the
people in a region past/present.
Create a poster celebrating differences and
diversity.
Write a play showing acceptance or tolerance.
Multicultural Day- Explore Foods, Clothing, &
Customs.
Interview a parent, grandparent or family friend
who is from a different culture.
Use publisher to create a brochure that celebrates
different cultures.
Field Trip to see the Statue of Liberty.
Research the Statue of Liberty and the White
House.
As a group or class, discuss that Pledge of
Grade 4 Social Studies Curriculum 2014 popular beliefs, and commonly
held values, ideas, and
assumptions that are generally
accepted by a particular group of
people.
American culture, based on
specific traditions and values, has
been influenced by the behaviors
of different cultural groups living
in the United States.
Cultures struggle to maintain
traditions in a changing society.
Culture is a way of life of a group
of people who share similar
beliefs and customs.
Prejudice and discrimination can
be obstacles to understanding
other cultures.
Most Americans have ancestors
from other countries contributing
to the diversity of our country.
Our ancestors have shaped our
family traditions as well as many
national traditions.
Allegiance and break it into smaller parts and
translate into more meaningful (age appropriate)
wording.
Discuss the importance of American symbols and
use clay or other materials to replicate the symbol.
Content Statements Cumulative Progress Indicators
Grade 4 Social Studies Curriculum 2014 Immigrants come to New
Jersey and the United
States for various reasons
and have a major impact
on the state and the
nation.
Key historical events,
documents, and
individuals led to the
development of our
nation.
Personal, family, and
community history is a
source of information for
individuals about the
people and places around
them.
The study of American
folklore and popular
historical figures enables
Americans with diverse
cultural backgrounds to
feel connected to a
national heritage.
Cultures include
traditions, popular
beliefs, and commonly
held values, ideas, and
assumptions that are
generally accepted by a
particular group of
people.
American culture, based
on specific traditions and
values, has been
6.1.4.D.1-20
Grade 4 Social Studies Curriculum 2014 influenced by the
behaviors of different
cultural groups living in
the United States.
Cultures struggle to
maintain traditions in a
changing society.
Prejudice and
discrimination can be
obstacles to
understanding other
cultures.
Historical symbols and
the ideas and events they
represent play a role in
understanding and
evaluating our history.
The cultures with which
an individual or group
identifies change and
evolve in response to
interactions with other
groups and/or in response
to needs or concerns.
People view and interpret
events differently
because of the times in
which they live, the
experiences they have
had, the perspectives held
by their cultures, and
their individual points of
view.
Desired Results
Grade 4 Social Studies Curriculum 2014 Determine the impact of European colonization on Native American
populations, including the Lenni Lenape of New Jersey.
Summarize reasons why various groups immigrated to New Jersey
and America and describe the challenges they encountered.
Explain how key events led to the creation of the United States and
the state of New Jersey.
Determine the significance of New Jersey’s role in the American
Revolution.
Describe how stereotyping and prejudice can lead to conflict, using
examples from the past and present.
Understand and analyze national and state symbols and holidays that
commemorate people, events, and the ideals of our government.
Identify the documents that established our government.
Discuss how the history of the United States reflects both continuity
and change.
Discuss slavery and the role it played in causing the Civil War.
Summarize key founding documents.
Identify key figures who contributed to winning independence and
writing the founding documents.
Explain how cultural group struggle to maintain traditions in a
changing society.
Equipment
IWB, Computers/internet, Worksheets, Construction Paper / Craft
Supplies, Reference Materials
Teacher Resources
http://www.doublegv.com/ggv/index.html
www.brainpopjr.com
http://www.state.nj.us/state/historykids/about.htm
http://www.kidinfo.com/american_history/historical_d
ocuments.html
http://www.history.org/kids/games/foundingFather.cfm
http://www.bigorrin.org/lenape_kids.htm
http://www.kidsdiscover.com/immigration-for-kids
http://www.njhistorypartnership.org/home_page.html
http://njdh.scc-
net.rutgers.edu/enj/lessons/american_revolution/
http://education.byu.edu/diversity/activities.html
Assessments
Write a report telling how national, state and local governments
make laws.
Write a biography of a person from New Jersey.
Make a collage of illustrations of events that happen in New Jersey,
such as cultural festivals and parades.
Make a bar graph showing the populations of New Jersey’s five
largest cities.
Create a family trip that includes historical and cultural sights.
Grade 4 Social Studies Curriculum 2014 Suggested Project/Product Ideas:
Write an essay that explains how New Jersey has grown and
changed from 1800 to today, including inventions and population
growth.
Make a New Jersey timeline from 1800’s to today.
Paint a portrait of a person who played an important role in New
Jersey history.
Make a table by decades to compare events from 1800 – present.
Make a map of the United States in 1861 and identify Union and
Confederate states.
Create week long diary/scrapbook/newspaper depicting life as a
child in a particular Native American tribe.
“Our Forefathers” project; Students will choose an important
American leader of the period and produce a resume, poster project,
research report, technology presentation, or oral presentation on that
person.
Create a list of what the Constitution and Bill of Rights say about
our government.
Immigration Report
http://americanhistory.mrdonn.org/Symbols.html
http://people.historyforkids.org/slaves.htm
http://teacher.scholastic.com/activities/bhistory/undergr
ound_railroad/children.htm