SOCIAL STUDIES GRADE: Fourth ABSTRACT The Social Studies Curriculum is grounded in the study of history, civics, geography and economics as well as the social sciences and humanities, which will empower our students to develop their own worldview. As critical thinkers, possessing a core body of knowledge, students will gain an understanding and appreciation for the complexity of the past and the present as well as an understanding of the interdependence of our global society. Additionally, with a strong skill set, our students will have the means to successfully pursue higher education and a career of their choosing. And finally, as a result of their foundation in Social Studies, our students will be ready to assume their roles as citizens in a democratic society. The Fourth Grade Social Studies Curriculum will provide students with an understanding of New Jersey and the United States. While focused on geography and the continued development of map and globe skills, this curriculum will require students to explore the early history of American life up through colonial times. An examination of local history will also empower students to find themselves and their community within our nation s historical narrative.
ESTABLISHED GOALS: (NJ CCCS and/or CCS) ENDURING UNDERSTANDINGS: (Students will Understand that...) STAGE 1: DESIRED RESULTS What will students understand as a result of the unit? What are the BIG ideas? Social Studies Social Studies NJ CCCS NJ CCCS 6.1 (B.1-B.10); 6.3 (B.1) 6.1 (A.1-A.16); 6.3 (A.1-A.4) Technology 8.1; 8.2 21 st Life and Careers 9.1; 9.2; 9.3 Students will understand how geographic patterns are developed and how information is obtained by scientists and using technological resources. Students will understand the effect of human activity and environment affect each other. Technology 8.1; 8.2 21 st Life and Careers 9.1; 9.2; 9.3 Students will understand the importance of government and how it contributes to making and enforcing laws. Social Studies NJ CCCS 6.1 (C.12; C.14; C.15; D.1-D.20); 6.3 (D.1) Technology 8.1; 8.2 21 st Life and Careers 9.1; 9.2; 9.3; 9.4 Students will understand the history of New Jersey through the plight of others, immigration, the common American Heritage, diversified backgrounds, early settlers, and how we gained our independence. 2
ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?) How do geographic tools and technologies pose and answer questions about spatial distributions and patterns on Earth? What is government and what can it do? What is democracy and how is it symbolized? How did events early in New Jersey history lead to statehood? How did culture and social institutions impact New Jersey s development? How does human migration affect a region? How does human migration affect a region? Is geography destiny? How do natural resources affect the course of history? What are the potential limits of technology? What is the electoral process? Why do rules, laws, and government not always preserve individual rights and the common good? What can be done about it? How have the basic values and principles of American democracy changed and in what ways have they been preserved? How did economic issues impact New Jersey s development? What impact did geography play in the development of New Jersey? What important events in history impact people s lives? How big a threat is global warming? STAGE 2: ASSESSMENT EVIDENCE What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes, observations, etc.] 3
PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?) Students will identify program components: atlas, activity globe, raised relief map, and political and physical desk maps. Students will locate sections of the atlas. Students will use maps, graphs, photos, and text to gather information. Students will compare and contrast characteristics of a globe and map. Students will identify the purpose of American democracy expressed in the Pledge of Allegiance, the United States Constitution, and the Bill of Rights. Students will describe how American citizens can participate in community and political life. Students will describe the characteristics of an effective rule or law. Students will identify the different regions of New jersey and explain the human and geographic features. Students will understand how humans have interacted with the physical environment. Students will develop a chronological understanding of the early history of New Jersey. Students will compare and contrast between maps and globes. Students will identify and locate continents and oceans. Students will identify examples of responsible citizenship in the school setting. Students will identify and locate the parts of a map: title, compass rose, and legend, symbols, scale, and grid lines. Students will differentiate between power and authority. Students will recognize the different government bodies that exist at the community, county, state, and federal levels. Students will explain the significance of symbols and of the American values and beliefs, i.e. Statue of Liberty, the Stature of Justice, the American Flag and anthem. Students will describe how Students will understand early settlement of New Jersey and trace the development of the state. Students will identify the different counties and how towns were developed. Students will learn more about the state of New Jersey and determine the highlights of their state. Students will understand the basic purposes of government. Students will understand 4
Students will identify north, south, west, and east as cardinal directions. Students will identify the intermediate directions: NW, NE, SW, and SE. Students will describe the earth as a sphere. Students will identify the northern and southern hemispheres. Students will identify and label the equator and prime meridian on a globe and map. Students will measure distance by using a map scale. Students will compare scales on maps. Students will identify lines of latitude and lines of longitude. Students will locate the North Pole and the South Pole. American values and beliefs, such as equality of opportunity, fairness to all, separation of church and state and the rights guaranteed by the United States Constitution and the Bill of Rights, contribute to the continuation and improvement of American democracy. Students will discuss how governmental bodies make decisions and explain the impact of those decisions on school and community life. Students will understand the three branches of federal and state governments. Students will outline the purposes of the United Nations. Students will identify current issues that may have a global impact (pollution, diseases, new laws, i.e. anti- bullying laws) and discuss ways to address them. Students will describe the process of how immigrants can apply for individual rights and responsibilities. Students will learn and understand the different offices of government and what are the responsibilities of our Governor. Students will learn about different political issues Governor s face in particular what Governor Chris Christie is facing and what was his decision making process in how he addressed the issues. Students will recognize elements of culture. Students will understand how lifestyles and conditions have changed over time in New Jersey. Students will understand the rights and responsibilities of citizen of New Jersey, including participation in government and civic affairs. 5
citizenship and what makes an effective citizen. OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?) Benchmark Assessment Reports Tests/Quizzes Rubrics Writing Journals Homework Supplemental Materials Various Literature Oral Presentations Web Quests Internet research Use of Technological Software Charts Informational Texts Internet research Projects Benchmark Assessment Reports Tests/Quizzes Rubrics Writing Journals Homework Supplemental Materials Various Literature Oral Presentations Web Quests Internet research Use of Technological Software Charts Informational Texts Internet research Projects Benchmark Assessment Reports Tests/Quizzes Rubrics Writing Journals Homework Supplemental Materials Various Literature Oral Presentations Web Quests Internet research Use of Technological Software Charts Informational Texts Internet research Projects RESOURCES: Text Book Studies Weekly Magazines Internet Informational texts Read Alouds/Stories related to theme (library) 6 Text Book Studies Weekly Magazines Internet Informational texts Read Alouds/Stories related to theme (library) Text Book Studies Weekly Magazines Internet Informational texts Read Alouds/Stories related to theme (library)
Scholastic Magazine (if applicable) www.webquest.org Scholastic Magazine (if applicable) www.webquest.org Scholastic Magazine (if applicable) www.webquest.org STAGE 3: LEARNING PLAN What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to consider key design elements. SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?) Give students a list of places to locate on a map. Give students places to measure and record their answers. Work in pairs to estimate distances of given places and verify for accuracy. Work in groups to list the important cities and the reasons of their importance. Further these activities by creating a Venn Diagram in order to compare and contrast two locations. 7 Teachers can develop a web quest in order to teach students about government, the branches of government and the importance of the United Nations. Students could interview individuals who have immigrated to the United States and have become citizens in order to understand the process. Students could create an advertisement using Power point (create a slide) educating the public on a given issue and persuade them to work together to address them. Students will brainstorm as a class on what they would like to learn about New Jersey. Students will need to focus on immigration, culture, major events i.e. American Revolution, major documents and symbols, important people i.e. George Washington, Thomas Jefferson, Benjamin Franklin, Governor William Livingston, Martin Luther King, Jr. Students will then work in small groups and be assigned one of the big topics that they brainstormed and will research the information. Each group will then write a
Students should also include renewable and nonrenewable resources. The students could make connections between several locations once shared with the entire class. Teachers should discuss the importance of locating places and knowing specific information. Students should then focus on New Jersey and pick a place in New Jersey to study. Students need to research such factors pertaining to the place they have chosen such as landforms, water, erosion, weather, climate, the development of that location, population, distance in comparison to where they live, modes of transportation, and communication. Students will then translate this Students can research using the internet and other informational texts/multi-media resources in order understand the historical events leading up to the creation of key documents (Pledge of Allegiance, the Declaration of Independence, the United States Constitution and the Bill of Rights, and the first New Jersey Constitution). Students then can create a power point presentation by working in small groups. research report and make an oral presentation using Power Point in order to aide their presentation on the information they had researched. Teachers will develop roleplaying situations in order to explain the major events that led up to the development of New Jersey. Teachers may want to have the students conduct a readers theatre within selected informational texts where students could take the information that the teachers have exposed them to and have them write a short play. Students can reenact the Constitution, after studying some of its contents, and design their own school Constitution or take it a step further and develop one for the state of New Jersey. 8
information by drawing a physical and political map. Students could also take it a step further and make the map out of common household items. Students can also learn about the important leaders for New Jersey by using the internet to research one of these leaders and make a presentation to the class. Trace the route that the settlers used and determine why they settled where they did. Create illustrated time lines of early development. Focus on major events (i.e., early exploration, settlement, statehood) and important people. Students can make a diorama of life of a group in a region, such as the Lenni-Lenape Tribe. Use primary and secondary sources (i.e. diaries, journals, illustrations, visual and written material) to examine different perspectives and interpretations then write from a various perspectives in a variety of forms (i.e. feature article, transitional 9
writing, diary entry. Create posters with visual and written information on different people and groups and their reasons for exploring and/or settling in New Jersey. Students will learn about the different counties and about each town that comprises each county. Students will make a graph indicating the most frequently visited towns. In addition, students will create brochures advertising different towns and why people should visit. Create a three-dimensional map showing the different regions of New Jersey and their geographic distinction. Research different elements of culture to determine their significance to different regions in New Jersey. 10
Students can compare New Jersey from the past to the present. Students can trace the development by developing a T- Chart. Students can conduct surveys of community members to determine what people think the purpose of the government should be. Then analyze findings. Students will learn the basic purposes of government in New Jersey. Students will write a biographical article about Governor Chris Christie. Students will include the various issues he has made a stand on, how he was elected to be Governor and what his responsibilities are. Students can create mini-dramas about the average fourth grade and their rights and responsibilities in different roles and in different groups (offices associated with the government). 11
Students can create a new fag, slogan and seal to represent New Jersey in their present situation. CROSS-CURRICULAR / DIFFERENTIATION: (What cross-curricular (e.g. writing, literacy, math, science, history, 21 st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?) Cross-Curricular: ELA: -Non-fiction mentor text Math: -Units of measurement, scale, and popular trends Differentiation: Special Education- follow IEP modifications concerning work & assessment format ELL- incorporate ELL teacher into lesson for support ELL Students- Instruction will be 12 Cross-Curricular: ELA: -Non-fiction mentor text -Writing responses -Journal entries Math: -Study of immigration population trends Differentiation: SPED- follow IEP modifications concerning work & assessment format ELL- incorporate ELL teacher into lesson for support Visit Lenape Valley on a class trip and write a short summary of their experience and what they learned about New Jersey s early history. Cross-Curricular: ELA: -Non-fiction mentor text -Writing Responses -Journals Math: -Study of immigration population trends Science: -Study natural resources of New Jersey Differentiation: SPED- follow IEP modifications concerning work & assessment format
based on language proficiency. ELL Students- Instruction will be based on language proficiency. ELL- incorporate ELL teacher into lesson for support At-Risk- Conference with at risk students in small group setting for understanding of complex topics. G&T - Challenge students with opportunities for independent students to share with the class. At-Risk- Conference with at risk students in small group setting for understanding of complex topics. G&T - Challenge students with opportunities for independent students to share with the class. ELL Students- Instruction will be based on language proficiency. At-Risk- Conference with at risk students in small group setting for understanding of complex topics. G&T - Challenge students with opportunities for independent students to share with the class. *WHERETO W = Help the students know WHERE the unit is going and WHAT is expected. Help the teacher know WHERE the students are coming from (prior knowledge, interests). H = HOOK all students and HOLD their interest. E = EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the issue. R = Provide opportunities to RETHINK and REVISE their understandings and work. E = Allow students to EVALUATE their work and its implications. T = TAILORED to the different needs, interests, and abilities of learners. 13
O = ORGANIZE to maximize initial and sustained engagement as well as effective learning. UNITS OF INSTRUCTION (Title, Month(s), Number of Days) Unit: Economics May-June ESTABLISHED GOALS: (NJ CCCS and/or CCS) STAGE 1: DESIRED RESULTS What will students understand as a result of the unit? What are the BIG ideas? Social Studies NJ CCCS 6.1 (C.1-C.11); 6.3 (C.1) Technology 8.1; 8.2 21 st Life and Careers 9.1; 9.2; 9.3 ENDURING UNDERSTANDINGS: (Students will Understand that...) Students will understand how economics may have played a role in the development of New Jersey and other states. Students will understand supply and demand and economic hardship. 14
(Title, Month(s), Number of Days) Unit: Economics May-June ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?) How did lifestyles and conditions change over time in New Jersey? What were the economic hardships of the people in New Jersey in relation to employment, the crash of the stock market and real estate, weather conditions (Hurricane Irene), etc? What are the differences between consumers and producers? STAGE 2: ASSESSMENT EVIDENCE What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes, observations, etc. PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of Students will identify what the differences are between needs and wants. Students will identify the difference between consumers 15
(Title, Month(s), Number of Days) Unit: Economics May-June understanding be judged?) and producers. Students will explore and understand economic concepts in relation to conditions and events that affected New Jersey. OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?) Benchmark Assessment Reports Tests/Quizzes Rubrics Writing Journals Homework Supplemental Materials Various Literature Oral Presentations Web Quests Internet research Use of Technological Software Charts Informational Texts Internet research Projects RESOURCES: Text Books 16
(Title, Month(s), Number of Days) Unit: Economics May-June Studies Weekly Magazines/ Newspapers Internet Informational texts Read Alouds/Stories related to theme (library) Scholastic Magazine (if applicable) www.webquest.org STAGE 3: LEARNING PLAN What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to consider key design elements. SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?) Students will learn through current events about the state s economic conditions in addition to research conducted using the Internet. Students will then create a timeline of when major events had happened to effect New Jersey s economy. Students will interview one of 17
(Title, Month(s), Number of Days) Unit: Economics May-June their parents in order to gain their perspective on the economic crisis facing New Jersey. Students will also learn about the new law about having to work in New Jersey to be employed in New Jersey. Students will write a short informative essay based on this topic and their own perspective about it. Students will have a class auction and sell contributed items in order to learn about wants and needs. Students will work in small groups and develop a business where they would need to sell a product. Each group will have to come up with a logo, slogan, product and 18
(Title, Month(s), Number of Days) Unit: Economics May-June figure out how much it would cost to make it and distribute it, if it has made a profit/loss and include costs for advertisement and sales.. Then each group will write about and present their product in order to accrue investors. CROSS-CURRICULAR: (What cross-curricular (e.g. writing, literacy, math, science, history, 21 st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) Cross-Curricular: ELA: -Non-fiction mentor text -Writing responses -Journals Math: -Personal finance, investments, savings projects, reading and analyzing graphs Differentiation: SPED- follow IEP modifications 19
(Title, Month(s), Number of Days) Unit: Economics May-June concerning work & assessment format ELL- incorporate ELL teacher into lesson for support ELL Students- Instruction will be based on language proficiency. At-Risk- Conference with at risk students in small group setting for understanding of complex topics. G&T - Challenge students with opportunities for independent students to share with the class. 20
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