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Social Studies Curriculum
Grade 5: Unit 4
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Course Description
As a continuum of the essential content knowledge acquisition process, grade five students in Our Nation II will examine historic events in
an even greater depth regarding the territorial expansion of the United States and the cost to Native Americans, the Civil War and the
process of Reconstruction. To bring close to the school year, students will examine more current trends in New Jersey/American history
regarding industrialization, immigration, and cultural diversity. Threaded throughout this historical journey students 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 Westward Expansion 9
Unit 2 Civil War and Reconstruction 9
Unit 3 Industrial Revolution and Technological
Change 9
Unit 4 NJ History and Diverse Cultures 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, 8.1.5.B.1, 8.1.5.C.1, 8.1.5.E.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: Map-Making: Use digital tools to create a map of America and/or New Jersey, labeling its turn of the century
industrial centers. Be sure to create a key, portraying the types of industry.
• Format a document using a word processing application to enhance text and include graphics, symbols and/or pictures.
Example of Use: Labor Movement Sign: Create a protest sign that would have likely been used during this time period’s labor
movement. Explain the relationships between two or more movements juxtaposed against their industry. Compare and contrast the
chronology of said labor movements.
➢ Research and Information Literacy
• Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic
information sources to complete a variety of tasks.
Example of Use: Political Cartoon: Have students research urbanization and city life and create a political cartoon portraying the
stark differences urbanization had on city life.
➢ Critical Thinking, Problem Solving, Decision Making
• Apply digital tools to collect, organize, and analyze data that support a scientific finding.
Example of Use: English-Language Arts: Write a brief report on what you believe to be the most impactful invention of this time
period. Research online for the paper, defend your argument and cite your sources.
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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.
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: Mural Project: Create a class mural, highlighting the theme: “E Pluribus Unum”.
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: Travel Brochure: Create a travel brochure for 1920s America. Design a campaign that highlights the allure of America
with immigrants in mind.
CRP11. Use technology to enhance productivity.
Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve
workplace problems. They are flexible and adaptive in acquiring new technology.
They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology
applications, and they take actions to prevent or mitigate these risks.
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Career Readiness, Life Literacies and Key Skills
Example of Use: Graphic Organizer – Film: View one of the recently released documentaries and ongoing restoration of Ellis Island.
Document learned information on graphic organizer.
CRP12. Work productively in teams while using cultural global competence.
Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference
to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members.
They plan and facilitate effective team meetings.
Example of Use: Living Museum: Assign students a specific ethnic group that immigrated to America during the 1920s. Ask them to
dress in their attire and be prepared to speak about why someone from their home nation would emigrate.
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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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New Jersey Student Learning Standards, By the end of Grade 5
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.
History, Culture, and Perspectives: Continuity and Change
6.1.5.HistoryCC.15: Analyze key historical documents to determine the role they played in past and present-day government and
citizenship (i.e., the Mayflower Compact, the Declaration of Independence, the United States Constitution, the Bill of Rights).
Civics, Government, and Human Rights: Participation and Deliberation
6.1.5.CIVICSPD.3: Explain how and why it is important that people from diverse cultures collaborate to find solutions to
community, state, national, and global challenges.
Civics, Government, and Human Rights: Human and Civil Rights
6.1.5.CivicsHR.1: Describe how fundamental rights guaranteed by the United States Constitution and the Bill of Rights contribute to the
improvement of American democracy (i.e., freedom of expression, freedom of religion, freedom of the press, freedom of assembly, freedom
of petition, the right to vote, and the right to due process).
Geography, People, and the Environment: Human Population Patterns
6.1.5.GeoPP.3: Use geographic models to describe how human movement relates to the location of natural resources and sometimes
results in conflict.
Geography, People, and the Environment: Human Environment Interaction
6.1.5.GeoHE.2: Cite examples of how technological advances have changed the environment in New Jersey and the United States (e.g.,
energy, transportation, communications).
6.1.5.GeoHE.3: Analyze the effects of catastrophic environmental and technological events on human settlements and migration.
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Civics, Government, and Human Rights: Democratic Principles
6.1.5.CivicsDP.2: Compare and contrast responses of individuals and groups, past and present, to violations of fundamental rights (e.g.,
fairness, civil rights, human rights).
English Language Arts Standards – Grade 5
Reading: Informational Text
Key Ideas and Details:
RI.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
RI.5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or
technical text based on specific information in the text.
Craft and Structure:
RI.5.5: Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas,
concepts, or information in two or more texts.
RI.5.6: Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they
represent.
Integration of Knowledge and Ideas:
RI.5.7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly
or to solve a problem efficiently.
Writing
Text Types and Purposes:
W.5.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.5.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event
sequences.
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Production and Distribution of Writing:
W.5.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
Research to Build and Present Knowledge: W.5.7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a
topic.
W.5.8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or
paraphrase information in notes and finished work and provide a list of sources.
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Grade: 5 Unit: 4 Weeks: 9 Topic: New Jersey History & Diverse Cultures Students will have an opportunity to explore the many different facets of New Jersey
and Paterson history. As such students will examine the unique and inviting qualities
of New Jersey. Some of these areas of exploration include, but is not limited to the
immigration, cultural/ethnic kaleidoscopic of people, and the folklore and major
figures that influenced the development of New Jersey.
NJSLS: 6.1.5.HistoryCC.15, 6.1.5.CIVICSPD.3, 6.1.5.CivicsHR.1, 6.1.5.GeoPP.3, 6.1.5.GeoHE.2, 6.1.5.GeoHE.3, 6.1.5.CivicsDP.2
ELA Standards: RI.5.1, R.5.2, RI.5.3, RI.5.5, RI.5.6, RI.5.7, W.5.1, W.5.2, W.5.3, W.5.4, W.5.7, W.5.8
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NJSLS NJSLS Essential Question Sample Activities Resources Interdisciplinary
Connections
Discuss the experience of
immigrants who came to the
United States and New
Jersey, including reasons for
immigrating, experiences at
Ellis Island, and working
and
living conditions in
America.
Standard:
RI.5.1, RI.5.7,
6.1.5.GeoPP.3
6 6.1.5.CivicsDP.2
W.5.1, W.5.2, W.5.4, W.5.7,
W.5.8
• What led to various
groups of people seeking
a life in the United
States?
• Who is an American and
how has this changed
due to immigration?
• What is the difference
between immigration
through Ellis Island and
Angel Island?
• What role does
geography play in the
development of culture?
• How did the government
deal with the rapid
changes in population
shifts?
Map-Making:
Designate where each
ethnic group predominantly
resided upon its arrival to
North America. Evaluate the
impact on the geographical
region through cultural lens.
Graphic Organizer – Film:
View one of the recently
released documentaries and
ongoing restoration of Ellis
Island. Document learned
information on graphic
organizer.
Travel Brochure:
Create a travel brochure for
1920s America. Design a
campaign that highlights the
allure of America with
immigrants in mind.
Irish Immigration:
http://www.historyplace.co
m/worldhistory/famine/amer
ica.htm
Italian Immigration:
https://www.mtholyoke.edu/
~molna22a/classweb/politic
s/Italianhistory.html
German Immigration:
https://www.loc.gov/teacher
s/classroommaterials/presen
tationsandactivities/presenta
tions/immigration/german4.
html
Ellis Island:
http://teacher.scholastic.co
m/activities/immigration/tou
r/
The Ellis Island
Experience:
http://www.history.com/topi
c s/ellis-island
Economics:
Introduce capitalist triangle
and socioeconomic status.
Connect learning to various
aspects of cultural divisions
among ethnic groups, e.g.
settlement areas.
6.1.8.C.2.c
English-Language Arts:
Write four journal entries
from the perspective of an
immigrant. Be sure to draft a
journal for each of the
following motivations for
immigrations, travel and
processing upon arrival,
finding residence, and work.
NJSLSA.W3
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NJSLS NJSLS Essential Question Sample Activities Resources Interdisciplinary
Connections Describe the population shift from the farm to the city in New Jersey.
Standard:
6.1.5.GeoPP.3
6.1.5.GeoHE.2
6.1.5.GeoHE.3
RI.5.1, RI.5.2, RI.5.3,
RI.5.5, RI.5.6, W.5.2, W.5.4, W.5.7, W.5.8,
• Who is an American?
• What are some of the residential patterns of some immigrants entering the United States?
• What happens when
cultures collide?
• Is assimilation still a
necessary part of
becoming an
American?
Population Tracking: Have students research population shifts in both rural and urban areas. For each, have them make bar
graphs for each of the
following decades: 1860,
1880, 1900,
1920.
Immigration Report: Present an oral report to the class on one of the following (written report submitted prior, document sources): Ellis Island, West Coast Immigration and Angel Island, Status of Liberty, Current initiatives of the U.S. Immigration Services. Living Museum: Assign students a specific ethnic group that immigrated to America during the 1920s. Ask them to dress in their attire and be prepared to speak about why someone from their home-nation would emigrate.
Irish Immigration: http://www.historyplace.com/worldhistory/famine/america.htm
Italian Immigration:
https://www.mtholyoke.e
du/~molna22a/classweb/p
olitics/Italianhistory.html
German Immigration: https://www.loc.gov/teachers/classroommaterials/presentationsandactivities/presentations/immigration/german4.html Ellis Island: http://teacher.scholastic.co m/activities/immigration/tour/ The Ellis Island Experience: http://www.history.com/topics/ellis-island Capitalism in America: http://economics.about.com/od/howtheuseconomyworks/a/us_capitalism.htm
Fine Art: Create a collage of “what it means to be American”. Have students present, justify and discuss to class. 1.3.8.D.1
English-Language
Arts: Read a
biography of an
immigrant who made
significant
contributions in America, write an essay about the person and read it to the class: A) Research current immigration/border problems, write a report, and present it to the class; B) Research and report on any groups that have been considered “boat people” NJSLSA.W2
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NJSLS NJSLS Essential Question Sample Activities Resources Interdisciplinary
Connections Discuss the value of the American national heritage including: • Diverse folklore and
cultural contributions from New Jersey and other regions in the United States
• History and values celebrated in American songs, symbols, slogans and major holidays
Standards:
6.1.5.CivicPD.3
6.1.5.CivicHR.1
RI.5.1, RI.5.2, RI.5.3,
W.5.1, W.5.3, W.5.4,
W.5.7, W.5.8,
• What is oral history and what role does it play in a given society?
• What is an urban legend?
• What are some of the
ways to preserve and study history?
• What is the importance of studying history?
Constitutional Bulletin Board: Go through old newspapers, magazines and any other materials that would include articles and pictures that deal with American freedoms and rights. Post clippings on the class bulletin board. Mural Project: Create a class mural, highlighting the theme: “E Pluribus Unum”. Oral History of Paterson: Assign students the task to interview an elderly resident of Paterson. Highlight their experiences in the city. Collect findings and write a report of the resident’s oral history. Extension - Oral History of Paterson: Invite local residents to come in and speak to the class about their experiences in Paterson. Extension - Oral History of Paterson: Write a narrative as if you were a resident of Paterson during a past decade.
New Jersey Folklore: http://americanfolklore.net/folklore/united-states- folklore/new-jersey-folklore/ American Folklore: http://people.howstuffworks.com/9-legends-of-american-folklore.htm Cowboys and Indians: http://www.thewildwest.org/ Manifest Destiny: http://www.socialstudiesforkids.com/articles/ushistory/manifestdestiny.htm American Holidays: http://www.usa.gov/citizens/holidays.shtml American Symbols: http://bensguide.gpo.gov/k- 2/symbols/ American Slogans: http://greatseal.com/mottoes/ National Archives: http://www.archives.gov/
Sociology, Anthropology: Arrange a lunch to have children bring in various dishes representative of different cultures. 6.3.8.A.3
English-Language Arts: In the spirit of American and New Jersey folklore, write an allegory loosely based on a historical event (or New Jersey topic). Present to class. NJSLSA.W3 English-Language Arts: Write an opinion piece, on what you believe to be the most important folklore tale of our nation. Justify why. NJSLSA.W1
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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
George Washington Carver A reader on George Washington
Carver.
http://www.njamistadcurriculum.net/history/unit/post-
reconstruction/content/4024/7352
Cory Booker A reader on Cory Booker. http://www.njamistadcurriculum.net/history/unit/america-
faces-century/content/4033/7394
Writing the American Story In this lesson, students will reexamine
traditional historical mnemonics
through a non-European perspective.
http://www.njamistadcurriculum.net/history/unit/america-
faces-century/lesson_plan/4304/342
I, Too, Sing America Langston Hughes was a famous poet
who became one of the leading figures
of the Harlem Renaissance.
http://www.njamistadcurriculum.net/history/unit/new-
deal/content/4154/7149
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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
Songs of Acceptance Students will create their own songs on the virtues of
acceptance. Students will concentrate on lyrics that will
include all people of different backgrounds. Students will
perform their songs for a class or assembly.
https://www.songfacts.com/category/songs-
about-encouragement-or-acceptance
Allies for Tolerance Students will examine their actions when others are
being teased for differences. Students will be given
hypothetical scenarios in which one students is teased for
a difference. Students will discuss what they would do in
each scenario to be an “ally for tolerance”.
https://www.tolerance.org/classroom-
resources/tolerance-lessons/allies-a-
discussion-activity
Everyone’s a Helper Students will discuss their strengths and struggles.
Students will examine what it really means to help
someone. Students will create anchor charts depicting
their strengths and struggles. Students will present their
charts to the class for discussion.
https://www.tolerance.org/classroom-
resources/tolerance-lessons/everyones-a-
helper
Feeling Different is Okay Students will examine essential questions on feeling
different. Students will create jigsaw puzzles depicting
themselves and times they feel different. Students will
distribute their puzzles to other students and answer their
essential questions.
https://www.tolerance.org/classroom-
resources/tolerance-lessons/its-okay-to-feel-
different-0
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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
• Angel Island
• culture
• Ellis Island
• emigration
• ethnicity
• folklore
• heritage
• immigration
• settlement house
• slum
• tenement
• urbanization
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Suggested Project – Choose 1
Suggested Project 1:
Create a marketing campaign for Paterson and/or New
Jersey. Generate posters, slogans, jingles and
radio/television commercials.
Suggested Project 2:
Research your own family’s immigration history.
Present interviews, findings, artifacts to class.
