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Kindergarten: Unit 5

Curriculum

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Course Description

The New Jersey Student Learning Standards serve the basis for the kindergarten Social Studies curriculum. As students

progress through the five units of study, there are areas of focus that examine: culture through friends and family, geography through

areas in which we live, citizenship/workers in the community, and economics by exploring where things are made in the community

as a means of supplying basic needs and wants. Finally, an exploration of history will reinforce concepts of then verses now, through

inventions along with the use of timelines.

Through the use of critical thinking, creative thinking, problem solving, metacognitive strategies, and meaningful discussions

students will gather and reinforce the essential knowledge being presented throughout the school year.

Kindergarten Social Studies

PACING CHART

Unit Topic Duration

Unit 1 Friends and Family 7 Weeks

Unit 2 Where We Live 6 Weeks

Unit 3 Working Together and

Citizenship 7 Weeks

Unit 4 People Work Economics 7 Weeks

Unit 5 Past and Present/Then and Now 6 Weeks

Unit 6 Paterson History 3 Weeks

Educational Technology

Standards

8.1.2.A.1, 8.1.2.A.2, 8.1.2.A.3, 8.1.2.C.1, 8.1.2.E.1, 8.1.2.F.1

➢ Technology Operations and Concepts

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

□ Create a document using a word processing application.

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

□ Enter information into a spreadsheet and sort the information.

Example of Use: Make a timeline demonstrating the sequence of events for the day before. Develop a timeline for the class highlighting

events from the beginning of the year up until the present.

➢ Communication and Collaboration

□ Engage in a variety of developmentally appropriate learning activities with students in other classes, schools, or countries using

Various media formats such as online collaborative tools and social media.

Example of Use: Reading/Writing: Retell of a story (see Sample Activities); Sequencing events and Depicting change (see

Unit Projects)

➢ Research and Information Literacy

□ Use digital tools and online resources to explore a problem or issue.

Example of Use: Technology: Discussion about past and present neighborhood pictures (see Sample Activities)

➢ Critical Thinking, Problem Solving, and Decision-Making

□ Use geographic mapping tools to plan and solve problems.

Example of Use: Technology: Online pictures and discussion (see Sample Activity)

Career Ready Practices

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: Discuss something you could not do at the beginning of the school year (then/past) that you

can do now/in the present.

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: Retell your favorite story using words like first, next, then, last. Then retell the events of

a memorable day in your life using the same words. (This can be written or oral.)

Career Ready Practices

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.

Example of Use: Discuss pictures of inventions and how they have evolved over time.

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: Illustrate the steps you take to complete an activity at home or at school. (ex. tie a shoe,

brush teeth, make a sandwich, etc.) Write a sentence for each using temporal words to depict the order.

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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

• Shortened 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/Menu

• Tiered Instruction

• Small group instruction

• Sentence starters/frames

• Writing scaffolds

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

• Use of oral assessment

• Tiered learning centers

• Tiered questioning

• Data-driven student partnerships

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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

Suggested Formative/Summative Classroom Assessments

• Timelines, Maps, Charts, Graphic Organizers

• Unit Assessments, Chapter Assessments, Quizzes

• DBQ, Essays, Short Answer

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

• Projects, Portfolio, Presentations, Prezi, Gallery Walks

• Homework

• Concept Mapping

• Primary and Secondary Source analysis

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

• Create an Original Song, Film, or Poem

• Glogster to make Electronic Posters

• Tumblr to create a Blog

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Unit 5 Past and Present/Then and Now

Social Studies Grades K-4 New Jersey Student Learning Standards

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

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

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

global communities.

C.Economics, Innovation, and Technology

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

different historical periods.

6.1.4.C.17 Determine the role of science and technology in the transition from an agricultural society to an industrial society,

and then to the information age.

D. History, Culture, and Perspectives

6.1.4.D.4 Explain how key events led to the creation of the United States and the state of New Jersey.

6.1.4.D.11 Determine how local and state communities have changed over time, and explain the reasons for changes.

6.1.4.D.14 Trace how the American identity evolved over time.

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Grade: K Unit: V

Topic: Past and Present/Then and Now

People, places, and communities change over time. These

changes affect how we live and the way we do things.

NJSLS: 6.1.4.C.16, 6.1.4.C.17, 6.1.4.D.4, 6.1.4.D.11, 6.1.4.D.14

ELA NJSLS: RI.K.10, SL.K.1, SL.K.4, W.K.2, W.K.7

NJSLS Essential Question Sample Activities Resources Interdisciplinary

Connections Retell events/stories with

accuracy and appropriate

sequence to demonstrate

change.

Standards:

6.1.4.D.4,11

Why is it important for

authors or storytellers to

have a clear sequence of

events/stories?

Retell your favorite story

using words like first,

next, then, last. Then

retell the events of a

memorable day in your

life using the same words.

(This can be written or

oral.)

Illustrate the steps you

take to complete an

activity at home or at

school. (ex. tie a shoe,

brush teeth, make a

sandwich, etc.) Write a

sentence for each using

temporal words to depict

the order.

Sequencing activity

online:

http://www.turtlediary.co

m/kindergarten-

games/ela-games/picture-

sequencing.html

Technology: Online

activity (see Sample

Activity)

Standrad: 8.1.2.B.1

Reading/Writing: Retell

of a story (see Sample

Activities); Sequencing

events and Depicting

change (see Unit Projects)

Standard: NJSLSA.W3.

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Compare family life today

with long ago.

Standards:

6.1.4.C.17

6.1.4.D.14

How have things changed

in our community,

schools, lives, world, etc.?

Discuss pictures of

inventions and how they

have evolved over time.

Pictures of inventions in

the past and present:

http://www.yousaytoo.co

m/12-most-amazing-past-

vs-present-

inventions/1856700

Friends and Neighbors

Textbook: Unit 6-Lessons 3-4

Technology: Online

pictures and discussion

(see Sample Activity)

Standard 8.1.2.C.1

Develop timelines that

depict the sequencing of

events or change over

time.

Standards:

6.1.4.C.16,17

What happened

first/last/before/after?

When did happen?

Make a timeline

demonstrating the

sequence of events for the

day before.

Develop a timeline for the

class highlighting events

from the beginning of the

year up until the present.

Timeline Maker online:

http://www.softschools.co

m/teacher_resources/time

line_maker/

Friends and Neighbors

Textbook:

Using Timelines p.156

Using Calendars p.150

Unit 6-Lesson 2

Reading/Writing:

Making a Timeline (see

Sample Activities) Standard:

NJSLSA.W1.

Apply terms related to

time including past,

present, and future.

Standards:

6.1.4.D.4,11

Analyze the terms past

and present.

Discuss something you

could not do at the

beginning of the school

year (then/past) that you

can do now/in the present.

Website encouraging

Turn & Talk:

http://activities.macmillan

mh.com/OralLanguageAc

tivities/main1.php?selecti

onID=104

Friends and Neighbors

Textbook:

Unit 6-Lessons 1 & 5

The Copper Tin Cup

p.136

Technology: Discussion

about past and present

neighborhood pictures (see

Sample Activities)

Standard: 8.1.2.C.1

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

Testament: The Little Rock Nine Act out the dialogue as a play.

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

of-reform/content/3622/5737

Paul Robeson and the House Un-American

Activities Committee

Identify steps Paul Robeson took to work

towards racial equality.

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

of-reform/content/4031/7374

Mendez v. Westminster Students will gain an understanding that

racial segregation did not only exist in terms

of blacks and whites. The students will create

a storyboard to depict the main ideas in

Mendez v. Westminster. They will then

analyze each other’s storyboards, as

individuals or in groups, to clarify the details

of the case.

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

of-reform/lesson_plan/4301/343

Marian Anderson In this lesson, students will learn about the

racial barriers that existed in the United States

by focusing on the experiences of Marian

Anderson.

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

deal/lesson_plan/4295/339

Amistad Additional Resources

The state of New Jersey has an Amistad Commission Interactive Curriculum for grades K-12.

http://www.njamistadcurriculum.net/

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

on the homepage of the NJ Amistad Curriculum. All Paterson public school Social Studies teachers should create a login and

password.

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

Curriculum units contain the following topics:

1. Social Studies Skills 5. Establishment of a New Nation and Independence to Republic (1600-1800)

2. Indigenous Civilization (1000-1600) 6. The Constitution and Continental Congress (1775-1800) 3. Ancient Africa (3000-1492) 7. The Evolution of a New Nation State (1801-1860)

4. The emerging Atlantic World (1200-1700) 8. The Civil War and Reconstruction (1861-1877)

9. Post Reconstruction and the origins of the Progressive Era

10. America Confronts the 20th

Century and the emergent 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 21

st 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

5. Gallery

6. Gallery 11. Tools 7. Griot

8. Library

9. Links

10. Rubrics

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

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

Happiness to Others Students will learn about empathy.

Students will be given three happy face

stickers after reading the book Alexander

the Horrible No Good Bad Day. Students

will be instructed to give their happy faces

to three members of the school

community. Students will then report on

their experiences.

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

resources/tolerance-lessons/happy-faces

Speaking Up Students will examine the actions they can

take to stop bad things. Students will

practice speaking up when they see

bullying or hateful activities happening at

school. Students will role play then discuss

with the class.

https://www.tolerance.org/mix-it-

up/activities-before-mix-it-up

Being a Leader Students will examine their strengths and

struggles. Students will brainstorm ways in

which they can help others with their

struggles. Students will discuss the

strength of diversity in the classroom.

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

resources/tolerance-lessons/everyones-a-

helper

It’s Okay to be Different

Students will read the book It’s Okay to be

Different with their class. Students will

examine the terms “diversity”,

“difference”, and “community”. Students

will create word webs based on these

concepts and discuss with the class why

difference is an asset for the classroom.

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

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

different-0

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.

Choose 1

Unit Project (Suggested) Unit Project (Suggested) Sequencing Foldable

Create a four-tab book foldable depicting the best thing that ever

happened to you in sequential order.

Foldables-Instructions and Sample p.26:

http://www.myteacherpages.com/webpages/plash/files/foldables.pdf

(see labels to cut out below-Name and date label can be pasted on

the back side of the foldable)

Interview an adult in your family. Ask him/her to tell about one

thing that was different for them when they were your age.

Illustrate and write sentences to explain how things were in the

past and in the present.

Example:

In the past, when my mom was in Kindergarten she used to take

naps after lunch. In the present, we do not take naps. We go

outside to play.

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Unit V Vocabulary now

then

time

timeline

calendar

invention

first

next

then

last

past

present

Sequencing Foldable Labels:

Last Next

First Then

Name:

Date:

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