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Social Studies Curriculum
Grade 4: Unit 1
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Course Description
The history of the United States is the overarching theme with a concentration on New Jersey’s contribution to our country’s history. From an
historical perspective, students will gather essential content that range from the peopling of the North America, a cultural understanding of
Native Americans and their culture, to the colonization process of the thirteen original colonies. As the course enters a close, students will have
the opportunity to examine the impact of the American Revolution and the role of New Jersey with the context of the war. Threaded throughout
this historical journey student will analyze aspects of culture, geography, government, and economics.
As a means of reinforcing essential content acquisition, the use of grade level appropriate complex thinking types, strategies of critical thinking,
creative thinking, problem solving and the metacogative process will be a key component in assisting students to gather and reinforce the
essential knowledge being presented throughout the school year.
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Pacing Chart
Unit Topic Suggested Timing
Unit 1 Exploration and Encounters 9
Unit 2 Colonization in North America 9
Unit 3 American Revolution 9
Unit 4 Creation of the American Nation 5
Unit 5 Paterson History 4
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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
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Computer Science and Design Thinking
Standards
8.1.5.A.1, 8.5.A.2, 8.1.5.A.3, 8.1.5.F.1
• Technology Operations and Concepts
Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.
Example of Use: Family History: Interview a family member, preferably a grandparent or an older person and create a PowerPoint about
their life and influence.
• Format a document using a word processing application to enhance text and include graphics, symbols and/or pictures.
Example of Use: Diary/Journal: Write an entry from the perspective of an explorer. Discuss motives, thoughts, goals, etc.
• Use a graphic organizer to organize information about a problem or issue.
Example of Use: Cause & Effect: Students complete a graphic organizer in which they match the causes and effects of various explorations
into different regions of the globe.
• Critical Thinking, Problem Solving, Decision Making
Apply digital tools to collect, organize, and analyze data that support a scientific finding.
Example of Use: Map-Making: Have students label the routes various explorers took on their global travels, with each color representing a
different explorer.
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Career Readiness, Life Literacies and Key Skills
Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They
are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in
all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances
through a program of study.
CRP2. Apply appropriate academic and technical skills.
Career-ready individuals readily access and use the knowledge and skills acquired through experience to be more productive. They make
connections between abstract concepts with real world applications, and they make correct insights about when it is appropriate to apply the
use of an academic skill in a workplace situation.
Example of Use: Primary Source Analysis: Students will read primary sources material from both slave and slave owners, summarize both,
and develop a list of questions they’d ask for each.
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: Debate: Moderate a debate about the importance of studying history and the preserving of one’s culture.
CRP5. Consider the environmental, social and economic impacts of decisions.
Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or
mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies,
understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition,
the environment and the profitability of the organization.
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Career Readiness, Life Literacies and Key Skills
Example of Use: Making Connections: Create a graphic organizer in which students connect explorers/exploring nations and their impact
on the modern world.
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: Report: Have students write a report on how Africa would be different today if the slave trade has never occurred.
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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.
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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.
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
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SEL Competency
Examples Content Specific Activity & Approach to
SEL
• Assist students with managing their own
emotional states
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
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
• Model and promote active listening
• Help students develop communication
skills
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SEL Competency
Examples Content Specific Activity & Approach to
SEL
• Demonstrate value for a diversity of
opinions
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.
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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
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Differentiated Instruction
Accommodate Based on Students’ Individual Needs:
● Leveled Text
● Chunking text
● Choice Board
● Cubing
● Socratic Seminar
● Tiered Instruction
● Small group instruction
● Sentence starters/frames
● Writing scaffolds
● Tangible items/pictures (i.e., to facilitate vocabulary acquisition)
● Tiered learning stations
● Tiered questioning
● Data-driven student partnerships
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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
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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
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2020 New Jersey Student Learning Standards – Social Studies
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
Geography, People and the Environment: Human Population Patterns
• 6.1.5.GeoPP.1: Compare and contrast characteristics of regions in the United States based on culture, economics, and physical
characteristics to understand the concept of regionalism.
Geography, People and the Environment: Human Environment Interaction
• 6.1.5.GeoHE.3: Analyze the effects of catastrophic environmental and technological events on human settlements and migration.
History, Culture, and Perspectives: Continuity and Change
• 6.1.5.HistoryCC.6: Use multiple sources to make evidence-based inferences on the impact of European colonization on Native
American populations, including the Lenni Lenape of New Jersey
• 6.1.5.HistoryCC.7; Evaluate the initial and lasting impact of slavery using sources that represent multiple perspectives.
• 6.1.5.HistoryCC.8: Make evidence-based inferences to describe how the influence of Native American groups, including the Lenni
Lenape culture, is manifested in different regions of New Jersey
History, Culture, and Perspectives: Understanding Perspective
• 6.1.5.HistoryUP.1: Describe the reasons various groups, voluntarily and involuntarily, immigrated to New Jersey and America, and
cite evidence from multiple perspectives to describe the challenges they encountered.
Geography, People and the Environment: Global Interconnections
• 6.1.5.GeoGI.4: Explain how cultural and environmental characteristics affect the distribution and movement of people, goods, and
ideas.
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English Language Arts Standards – Grade 4
Reading: Informational Text
Key Ideas and Details:
RI.4.2: Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Craft and Structure:
RI.4.4: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
RI.4.6: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the
information provided.
Integration of Knowledge and Ideas:
RI.4.8: Explain how an author uses reasons and evidence to support particular points in a text.
Writing
Text Types and Purposes:
W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event
sequences.
Research to Build and Present Knowledge:
W.4.7: Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize
information and provide a list of resources.
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Grade 4 Unit 1 Topic : Exploration and Encounters
Students in grade four Our Nation will be introduced to the theme of “Exploration
and Encounters”, in the first quarter. There will be an in-depth review of the
encounters of the European, African and Native American civilizations. An analysis
of the interactions amongst these groups will provide students with an understanding
of the series of events leading to the enslavement of Native Americans, Triangular
Trade, and the Columbian Exchange.
NJSLS: 6.1.5.GeoPP.1, 6.1.5.GeoHE.3, 6.1.5.HistoryCC.6, 6.1.5.HistoryUP.1, 6.1.5.HistoryCC.7, 6.1.5.HistoryCC.8, 6.1.5.GeoGI.4
ELA Standards: W.4.1, W.4.2, W.4.3, W.4.7, W.4.8, RI.4.2, RI.4.4, RI.4.6, RI.4.8
Student Learning Objectives Essential Questions Sample Activity Resources Interdisciplinary Connections
Distinguish between an
eyewitness account and a
secondary account of an event
Why study history?
What skills does a student
of history develop?
How does history support
one’s understanding
regarding their identity?
How does history
contribute to moral
understanding?
What are the different types
of sources that are used to
understand history?
What are the differences
between the sources that
provide a better
understanding of history?
Debate
Moderate a debate about
the importance of
studying history and the
preservation of one’s
culture.
Scavenger Hunt:
Provide students with
multiple primary and
secondary sources of a
particular
Family History:
Interview a family
member, preferably a
grandparent or older
person, and write a brief
Primary vs.
Secondary Resources:
http://www.princeton.e
du/~r efdesk/primary2.h
tml
Library of Congress
– Learning
Page: http://www.loc.g
ov/teachers/
National Archives
Digital Classroom: htt
p://www.archives.gov/e
ducation/lessons/
History Matters –
Many Pasts: http://hist
orymatters.gmu.edu/bro
wse/manypasts/
English-Language Arts:
Compare and contrast primary and
secondary resources; Work with
students to analyze secondary
reading sources of choice;
Emphasize proper punctuation and
how to identify quotes
NJSLA RI 4.2
English-Language Arts: Look
through newspapers to identify
primary and secondary source
material; Have small groups of
students read primary sources (i.e.
Jane Addams) in their own words;
Compare a primary source about
Hull House vs. a secondary source
about Hull House.
NJSLA RI 4.2
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history of your family.
Present to class.
National Archives
Digital Vault: http://w
ww.digitalvaults.org/
Making Sense of
Primary Sources: http
://historymatters.gmu.ed
u/browse/makesense/
Social Studies Central
– Primary
Sources: http://www.so
cialstudiescent ral.com/
content/primary- source
s
Jane Addams Hull-
House Museum:
http://www.uic.edu/jadd
ams/
Primary Sources –
Hull- House: http://w
ww.uic.edu/jaddams/ h
ull/urbanexp/contents.ht
m
Discuss factors that stimulated
European overseas
explorations between the 15th
and 17th centuries and the
impact of that exploration on
the modern world.
What are some of the
motives for European
exploration?
What are some of the
positive and negative
impacts of exploration and
the encounters of different
Diary/Journal:
Write an entry from the
perspective of an
explorer. Discuss
motives, thoughts, goals,
etc.
Making Connections:
Age of
Exploration: http://geog
raphy.about.com/ od/his
toryofgeography/a/ag e
exploration.htm
Consequences
of European
Exploration: https://m
Science:
Have students incorporate the
significant role of disease. Analyze
weather’s impact on the explorer’s
travels.
4-ESS2.1
Math:
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cultural groups?
Was there any type of
exploration prior to the
time of European
exploration?
What role did technology
play in the promotion of
European exploration?
What were some new
scientific theories and
discoveries?
What were some of the
effects of these new
theories?
Who were some important
explorers?
Why were Europeans
interested in discovering
new lands and markets?
What was the effect of
European migration and
settlement on the Americas,
Africa, and Asia?
How did technological
advancements contribute to
the Age of Exploration?
Create a graphic
organizer in which
students connect
explorers/exploring
nations and their impact
on the modern world.
Explorer Mask:
Have students cut-out
faces of famous
explorers. Attach
popsicle for handle and
fact sheet on rear side.
Present to class.
uhigh.missouri.edu/ exe
c/data/courses/8223/pub
lic/lesson03/lesson03.as
px
American Indians
at European
Contact: http://ncpedia.
org/history/ea rly/conta
ct
European
Exploration Interactiv
e
Map: http://www.phsch
ool.com/at school/ahon/
history_interact ive/mvl
- 1021/common_player.
html
Effects of
European Exploration
on
World: http://www.brtp
rojects.org/cy berschool
/history/ch03/3ans wers
Constructing
a Homemade
Compass: http://oceans
ervice.noaa.go v/educat
ion/for_fun/Makeyo uro
wnCompass.pdf
Analyze a caravel sail and its
impact on travel. Measure the sail
and compare its to the size of the
ship.
4.MD.A.1
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Technology in the Age
of Exploration: http://
www.kidspast.com/wo
rld-history/0308-
technology- allows-
exploration.php
Interactive Map
– European
Exploration in North
America: http://eduplac
e.com/kids/soc sci/book
s/applications/imap s/m
aps/g5s_u2/
Trace the major land and
water routes of the explorers.
NJSLS W.4.2,
6.1.5.GeoSV.2
Why were Europeans
interested in discovering
new lands and markets?
Where were the new lands
that the European nation
states first encountered and
eventually conquered?
How did the expansion of
European Empires into the
Americas, Africa and Asia
affect the religion of those
areas?
Map-Making:
Have students label the
routes various explorers
took on their global
travels, with each color
representing a different
explorer.
Sailing Directions:
Using geographical
knowledge, students
write out sailing
directions for specific
explorers destinations.
Cause & Effect:
Students complete a
graphic organizer in
which they match the
causes and effects of
various explorations into
different regions of the
globe.
Exploration of
North America: http://
www.history.com/topic
s/exploration/exploratio
n-of- north-america
Interactive Map –
North American
Explorers: http://edupl
ace.com/kids/soc sci/bo
oks/applications/imap s/
maps/g5s_u2/
Motives for
Exploration: http://ww
w.kidzworld.com/ar ticl
e/1382-motives-
for- exploration
English-Language Arts: Suppose
you are Dona Marina; write a
speech persuading Native
Americans to join Cortes against
the Aztecs.
NJSLSA.W1
English-Language Arts: Be a
newspaper journalist in 1492 and
report on what Columbus’ voyage
was like and describe what he
found.
NJSLSA.W2
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Compare the political social,
economic, and religious
systems of Africans,
Europeans, and Native
Americans who converge in
the western hemisphere after
1492 (e.g, civic values,
population levels, family
structure communication use
of natural resources)
NJSLS: W.4.1
6.1.5.CivicsPI.4
6.1.5.HistoryCC.6,
6.1.5.HistoryCC.8
What was the impact of the
Columbian Exchange
between European and
Indigenous cultures?
What was the triangular
trade?
What was the impact of
precious metal exports from
the Americas?
How did Africans become
involved in foreign trade?
How did the expansion of
European empires into the
Americas, Africa, and Asia
affect the religion in those
areas?
Venn Diagram:
Compare and contrast
African, Europeans and
Native Americans.
Group Presentations:
Students are assigned a
specific ethnic group in
post Columbian
America Groups present
important information
and data to class. All
students complete a
graphic organizer,
jigsaw style.
Opinion Piece: Students
weigh which regions
benefited most from the
Columbian Exchange:
the East or the West
The Columbian
Exchange:
http://tshannon.sites.gett
ysburg.edu/hist106-
fall2016/crops/
Social studies for kids-
Triangular Trade:
http://www.socialstudies
forkids.com/articles/ushi
story/triangulartrade.htm
European Conquests
of the
Americas: http://webs.
bcp.org/sites/vcleary/Mo
dernWorldHistoryTextb
ook/Imperialism/section
_3/turningpoint1.html
Trade Relations
Among European
Nations and the
African Continent:
https://www.metmuseu
m.org/toah/hd/aftr/hd_af
tr.htm
European Encounters
in the Age of
Exploration
http://ieg-
ego.eu/en/threads/backg
rounds/european-
encounters
Music: Write and perform a song
that conquistadors might have
sang on their journey.1.3.5.B.1
English Language Arts: Write a
law that you think might help the
Iroquois Confederacy keep peace
among its members.
Research and take notes listing the
laws that Daganawida already
made. Also note problems that
would still need to be solved.
NJSLSA.W1
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Discuss how millions of
Africans, brought against their
will from Central Africa to
America, including Brazil,
Caribbean nations, North
America and other
destinations, retained their
humanity, their families, and
their cultures during
enslavement.
NJSLS: RI.4.8,
6.1.5.HistoryCC.7
What role did technology
play in the slave trade?
How did the transporting of
Africans to the Americas
support the systems of
economics that were
promoted by the
Europeans?
What were some of the
contributing factors that
allowed for the capture of
Africans?
Gallery Walk: Post
images documenting the
Transatlantic Slave
Trade around the
classroom. Have
students rotate
throughout the room in
small groups,
documenting and
discussing their
findings.
Report: Have students
write a report on how
Africa would be
different today if the
slave trade has never
occurred.
Primary Source
Analysis: Students will
read primary source
material from both
slaves and slave owners,
summarize both, and
develop a list of
questions they’d ask for
each.
Slave Trade – Root
of Contemporary
Crisis: http://www.afbi
s.com/analysi s/slave.ht
m
Overview – Trans-
Atlantic Slave
Trade: http://africanhis
tory.about.co m/od/slav
ery/tp/TransAtlanti c00
1.htm
A Visual Record of
the Atlantic Slave
Trade: http://hitchcock.
itc.virginia.e du/Slavery
/index.php
Trade & Economy in
15th Century
Europe: http://www.di
ercke.com/kartenansicht
.xtp?artId=978-3-14-
100790-
9&stichwort=slave
&fs=1
“Sweet Clara and the
Freedom Quilt”, by
Deborah Hopkinson
Music: Provide students an
opportunity to listen to music of
various African cultures. Journal
thoughts after each selection; share
with class.
1.3.5.B.1
Economics:
Complete a graphic organizer
connecting how the slave trade
served the economic systems
promoted by Europeans.
6.1.4.C.1
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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
Fall of the Aztec Empire Read and discuss the Fall of the Aztec
Empire
http://www.njamistadcurriculum.net/history/unit/indigenous-
civilizations-americas/content/3764/7079
Squanto Read and discuss the experiences of Squanto,
a Native American during the early
colonization of America.
http://www.njamistadcurriculum.net/history/unit/indigenous-
civilizations-americas/content/3764/7023
A New World Concept – Middle School
Lesson Plan In this lesson, students will learn the
importance of language and terminology.
They will create language dice to examine
the multiple meanings behind race related
terminology and use primary sources to gain
an understanding of the multiple perspectives
behind each term.
http://www.njamistadcurriculum.net/history/unit/indigenous-
civilizations-americas/lesson_plan/4217/292
How the Chipmunk Got its Stripes
(American Indian Folklore) Experience a piece of American Indian
Folklore and use it to make observations on
their culture and religious beliefs.
http://www.njamistadcurriculum.net/history/unit/indigenous-
civilizations-americas/content/3493/7083
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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 Skill (1600-1800)
2. Indigenous Civilization (1000-1600)
3. Ancient Africa (3000-1492)
4. The Emerging Atlantic World (1200-1700)
5. Establishment Of A New Nation And Independent To Republic
6. The Constitution And Continental Congress (1775-1800)
7. The Evolution Of A New Nation State (1801-1860)
8. The Civil War And Reconstruction (1861-1877)
9. Post Construction And The Origins Of Progressive Era
10. America Confronts The 20th Century And The Emergence Of Modern America (1901-1920)
11. America In The 1920s And 1930s, Cultural, Political, And Intellectual Development, And The New Deal, Industrialization And
Global Conflict (1921-1945)
12. America in the Aftermath of Global Conflict, Domestic and Foreign Challenges, Implications and Consequences in an ERA of
reform. (1946-1970)
13. National and Global Debates, Conflicts, and Developments & America Faces in the 21st Century (1970-Present)
The Amistad Commission Interactive Curriculum contains the following resources for a teachers use that aligns with the topics
covered:
1. Intro
2. Activities
3. Assessments
4. Essentials
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5. Gallery
6. Gallery Tools
7. Griot
8. Library
9. Links
10. Rubrics
All resources on the NJ Amistad Curriculum website are encouraged and approved by the district for use.
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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
Stand up to Bullies Students will define the word “bully”. Students will share
ideas about what to do when confronted with a
“bully”. Students will create a step by step guide for
dealing with “bullying” for other students.
https://www.stopbullying.gov/
Breaking Down Intolerance Students will create red “bricks” from construction
paper. Class will discuss instances of intolerance in
school.
Students will pick one instance of intolerance to write on
their “brick”. Students will construct a mock wall of
these incidents and break through it as a class.
https://www.tolerance.org/classroom-
resources/tolerance-lessons/breaking-down-
the-walls-of-intolerance
Empathy Students will investigate concepts of empathy. Students
will learn the phrase “put yourself in somebody’s
shoes”. Students will examine four short stories and
determine how each character may feel when facing a
difficult situation.
https://www.tolerance.org/classroom-
resources/tolerance-lessons/understanding-
empathy
Being Left Out in Schools Students will write down a list of their friends. Students
will examine phrases like “we’re not friends with them”.
Students will determine how they can enlarge their
friendship group to include those who may be different.
https://www.tolerance.org/classroom-
resources/tolerance-lessons/whats-a-clique
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DBQ’s
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.
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Unit Vocabulary
• currency
• caravan
• caravel
• colony
• Columbian Exchange
• conquistador
• empire
• encomienda
• expedition
• eyewitness
• historian
• history
• Lenni Lenape
• merchant
• middle ages
• missionary
• navigation
• primary source
• pueblo
• secondary source
• slavery
• technology
• totem pole
• triangular trade
• tribute
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Unit Project (Choose 1)
Unit Project (Suggested) Unit Project (Suggested)
Suggested Project 1:
Write a newspaper article covering the meeting of
Europeans and Native Americans for the first time.
Suggested Project 2:
Write and draw a short story about you as an explorer,
venturing somewhere no one has gone before
