social studies curriculum g...6.1.4.b.1 compare and contrast information that can be found on...
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SOCIALSTUDIESCURRICULUMGUIDE
GRADELEVEL: FOURTHGRADE PREPAREDBY:KENDALLGEORGEJACLYNMCCLINTON
REVISEDAUGUST2018ALIGNEDTOTHENEWJERSEYSTUDENTLEARNINGSTANDARDS
B.O.E.ADOPTEDAUGUST23,2018
[BORNDATE:AUGUST20,2015]
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Grade:4Unit1:GeographyofNewJersey&EarlyPeoples(Chapters1&2)InstructionalDays:18days(2daysperweek/40minuteseachday)
Unit1Summary
Inthisunitofstudy,studentswilllearnmapskillsforthestateofNewJerseyandfortheworld.TheywillidentifythefouroceansandsevencontinentsandbeabletodescribetheregionsofNewJerseyandtheUnitedStatesalongwiththeircharacteristics.Theywillalsobegintounderstandhowtheclimateandweatherplayaroleinhowpeopleliveandwork.Theywillanalyzehowpeoplecanhaveapositiveornegativeimpactontheenvironment.ThestudentswillalsolearnaboutthecultureoftheNativeAmericansofNewJersey,andhowaspectsoftheirculturearestillevidentinoursocietytoday.StudentswillalsolearnaboutEuropeansanddifferentreasonswhytheycametoNewJersey.TheywillstudyandexplorethedifferentviewpointsoftheLenapeandEuropeans.TheywilllearnaboutdifferentgroupsthatopposedslaveryandthosethatdecidedtoownslavescomingfromAfrica.
*HighlightedactivitiesindicateHolocaustAwarenessinyellowandAmistadCommissioninbluerelatedactivities.ThisunitisbasedonthefollowingSocialStudiesStandards:
● 6.1.4.B.1Compareandcontrastinformationthatcanbefoundondifferenttypesofmapsanddeterminehowtheinformationmaybeuseful. ● 6.1.4.B.2Usephysicalandpoliticalmapstoexplainhowthelocationandspatialrelationshipofplaces inNewJersey,theUnitedStates,andotherareas,
worldwide,havecontributedtoculturaldiffusionandeconomicinterdependence.● 6.1.4.B.3Explainhowandwhenitisimportanttousedigitalgeographictools,politicalmaps,andglobestomeasuredistancesandtodeterminetimezones
andlocationusinglongitudeandlatitude.● 6.1.4.B.4Describehowlandforms,climateandweather,andavailabilityofresourceshaveimpactedwhereandhowpeopleliveandworkindifferentregions
ofNewJerseyandtheUnitedStates.● 6.1.4.B.5DescribehowhumaninteractionimpactstheenvironmentinNewJerseyandtheUnitedStates.● 6.1.4.B.6CompareandcontrastcharacteristicsofregionsintheUnitedStatesbasedonculture,economics,andphysicalenvironmenttounderstandthe
conceptofregionalism.● 6.1.4.B.7ExplainwhysomelocationsinNewJerseyandtheUnitedStatesaremoresuitedforsettlementthanothers.● 6.1.4.B.8Comparewayspeoplechoosetouseanddistributenaturalresources.● 6.1.4.B.9Relateadvancesinscienceandtechnologytoenvironmentalconcerns,andtoactionstakentoaddressthem● 6.1.4.B.10IdentifythemajorcitiesinNewJersey,theUnitedStates,andmajorworldregions,andexplainhowmaps,globes,anddemographictoolscanbe
usedtounderstandtangibleandintangibleculturaldifferences.● 6.1.4.C.14ComparedifferentregionsofNewJerseytodeterminetherolethatgeography,naturalresources,climate,transportation,technology,and/orthe
laborforcehaveplayedineconomicopportunities.● 6.1.4.D.1DeterminetheimpactofEuropeancolonizationonNativeAmericanpopulations,includingtheLenniLenapeofNewJersey.● 6.1.4.D.2Summarizereasonswhyvariousgroups,voluntarilyandinvoluntarily,immigratedtoNewJerseyandAmerica,anddescribethechallengesthey
encountered.● 6.1.4.D.3EvaluatetheimpactofvoluntaryandinvoluntaryimmigrationonAmerica’sgrowthasanation,historicallyandtoday● 6.1.4.D.4ExplainhowkeyeventsledtothecreationoftheUnitedStatesandthestateofNewJersey.● 6.1.4.D.9Explaintheimpactoftrans-AtlanticslaveryonNewJersey,thenation,andindividuals.● 6.1.4.D.10DescribehowtheinfluenceofNativeAmericangroups,includingtheLenniLenapeculture,ismanifestedindifferentregionsofNewJersey● 6.1.4.D.11Determinehowlocalandstatecommunitieshavechangedovertime,andexplainthereasonsforchanges.-*21stCenturySkillLesson*● 6.1.4.D.12ExplainhowfolkloreandtheactionsoffamoushistoricalandfictionalcharactersfromNewJerseyandotherregionsoftheUnitedStates
contributedtotheAmericannationalheritage.● 6.1.4.D.13Describehowcultureisexpressedthroughandinfluencedbythebehaviorofpeople.
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● 6.1.4.D.15Explainhowvariousculturalgroupshavedealtwiththeconflictbetweenmaintainingtraditionalbeliefsandpracticesandadoptingnewbeliefsandpractices.
● *CitizenshipStandard*:6.3.4.B.1Planandparticipateinanadvocacyprojecttoinformothersaboutenvironmentalissuesatthelocalorstatelevelandproposepossiblesolutions.(Chapter1-21CLesson-CollaborationandCreativity-Studentpages22-23)
*AdditionalELACompanionandInterdisciplinaryStandards:
LanguageArts
• RI.4.1.Refertodetailsandexamplesinatextandmakerelevantconnectionswhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferencesfromthetext
• RI.4.2.Determinethemainideaofatextandexplainhowitissupportedbykeydetails;summarizethetext.• RI.4.3.Explainevents,procedures,ideas,orconceptsinahistorical,scientific,ortechnicaltext,includingwhathappenedandwhy,basedonspecific
informationinthetext.• NJSLSA.W1.Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence.• NJSLSA.W2.Writeinformative/explanatorytextstoexamineandconveycomplexideasandinformationclearlyandaccuratelythroughtheeffective
selection,organization,andanalysisofcontent.Science
• 4-ESS3-2.GenerateandcomparemultiplesolutionstoreducetheimpactsofnaturalEarthprocessesonhumans.• 4-ESS2-1.Makeobservationsand/ormeasurementstoprovideevidenceoftheeffectsofweatheringortherateoferosionbywater,ice,wind,or
vegetation.Math
• 4.MD.BRepresentandinterpretdataStudentLearningObjectives
GeographyhandbookpagesNJ32-NJ39
● Identifythemeaningofgeographicalterms ● Useamapscaletodeterminerealearthdistancebetweenpoints. ● Identifyandinterpretsymbolsfromthekeyonamap. ● DistinguishbetweenPrime,MeridianandEquator;identifyandlocatetheEarth'shemispheres.● Locatecontinentsinthedifferenthemispheres,includingNorthAmerica ● Nameandlocatethesevencontinents. ● Nameandlocatethefouroceans. ● Identifyourhomecontinent,country,andstate. ● Explainhowandwhenitisimportanttousedigitalgeographictools,politicalmaps,andglobestomeasuredistanceandtodeterminetimezonesand
locationusinglongitudeandlatitude.● LocatetheNorthandSouthPoles,theEquatorandthePrimeMeridian,usingcardinaldirectionsandlongitudeandlatitude.● IdentifythemajorcitiesinNJ,theUnitedStates,andmajorworldregions,andexplainhowmaps,globes,anddemographictoolscanbeusedtounderstand
tangibleandintangibleculturaldifferences. ● UsephysicalandpoliticalmapstoexplainhowthelocationandspatialrelationshipofplacesinNewJersey,theUnitedStates,andotherareas,worldwide,
havecontributedtoculturaldiffusionandeconomicindependence.● OnamapofN.J.beabletolocatefourregions,boundariesofN.J.,capital,andhometown.
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Chapter1Lesson1:DiscoveryNJpages4-9
● Describehowlandforms,climateandweather,andavailabilityofresourceshaveimpactedwhereandhowpeopleliveandworkindifferentregionsofNewJerseyandtheUnitedStates.
● IdentifyandexplaintheeconomicandgeographicfeaturesofeachregionofNewJersey.Chapter1Lesson2:NJFourRegionspages10-15
● NameandlocateNewJersey'sfourregions.● LocateandlabelmajorriversandcitiesofNewJersey. ● ComparedifferentregionsofNewJerseytodeterminetherolethatgeography,naturalresources,climate,transportation,technology,and/orthelabor
forcehaveplayedineconomicopportunities.Chapter1Lesson3:NewJersey’Environment-pages16-21
● Describehowhumaninteractionsimpactstheenvironment● Relateadvancesintechnologytoenvironmentalconcerns
Chapter1-21CCollaborationandCreativity-pages22-23
● PlanandparticipateinaprojecttoaddressenvironmentalissuesChapter2Lesson1:NativeAmericansofNewJersey-pages32-37
● UnderstandwhytheLenapecametoNJandhowtheycontributedtothestate’shistoryandculture● Comparewayspeoplechosetouseanddividenaturalresources● SummarizeanddescribewhygroupsimmigratedtoNewJersey● DescribehowNativeAmericangroupsinfluencedcultureindifferentregionsofNewJersey● Explainhowfolkloreandhistorical/fictionalcharactersfromNewJerseyandotherregionsoftheUScontributedtothenationalheritage●
Chapter2Lesson2:EuropeansArrivepages38-43
● EvaluatetheimpactofimmigrationonAmerica’sgrowthasanation.● ExplainhowkeyeventsledtothecreationoftheUnitedStatesandthestateofNewJersey● SummarizewhydifferentgroupssettledinNewJersey
Chapter2-21CChartandGraphSkills-pages44-45
● Determinehowcommunitieshavechangedovertimeandexplainwhybyreadingandinterpretingatimeline
Chapter2Lesson3:ThreeWorld’sMeet-pages46-51
● DeterminetheimpactofEuropeancolonizationontheLenape● ExplaintheimpactofslaveryonNewJerseyandindividuals-BiasLesson● Describehowcultureisexpressedandinfluencedbybehavior
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● Explainhowcultureshavedealtwithconflictbetweentraditionsandnewbeliefs-BiasLesson*SomeEuropeansweretryingtoconverttheLenapepeopletobeChristian.
21stCenturyStandards(CareerReadyPractices&PersonalFinanceStandards)
CRP1.Actasaresponsibleandcontributingcitizenandemployee.
CRP2.Applyappropriateacademicandtechnicalskills.
CRP4.Communicateclearlyandeffectivelyandwithreason.
CRP5.Considertheenvironmental,socialandeconomicimpactsofdecisions.
CRP6.Demonstratecreativityandinnovation.
CRP8.Utilizecriticalthinkingtomakesenseofproblemsandpersevereinsolvingthem.
CRP11.Usetechnologytoenhanceproductivity.
CRP12.Workproductivelyinteamswhileusingculturalglobalcompetence.
PersonalFinanceStandards
9.2.4.A.1-Identifyreasonswhypeoplework,differenttypesofwork,andhowworkcanhelpapersonachievepersonalandprofessionalgoals.
9.1.4.G.1-Describehowvaluableitemsmightbedamagedorlostandwaystoprotectthem.
TechnologyStandards8.1.5.A.1Selectandusetheappropriatedigitaltoolsandresourcestoaccomplishavarietyoftasksincludingsolvingproblems.
8.1.5.A.2Formatadocumentusingawordprocessingapplicationtoenhancetextandincludegraphics,symbolsand/orpictures.\
8.1.5.A.3Useagraphicorganizertoorganizeinformationaboutproblemorissue
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UnitSequence ConceptsCoveredinUnit Formative&SummativeAssessments
GeographyHandbook&Chapter1-TheGeographyofNewJersey
BigQuestion:Howdoesgeographyaffectourlives?
Afterreadinganddiscussinggeographyandhowitaffectsourlivesstudentswill:
● ExplainhowtheclimateandphysicalfeaturesofNewJerseyaffectthatwayitspeopleworkandlive.
● RecognizethatinNewJersey,thereareseveraldistinctregions,eachwithitsownculture,resources,politics,andgeography.
● ExplainhowthepeopleofN.J.havemadechoicesabouthowtousethestate’suniquenaturalresources.
● DescribehowhumaninteractionhasaffectedtheenvironmentinNewJerseyandtheUnitedStates.
● Listtheactionsthathavebeentakentoaddressenvironmentalconcerns.
Chapter2-EarlyPeoples
BigQuestion:Whatcausespeopletomigratetonewlands?
Afterreadinganddiscussingwhypeoplemigratetoanewplace,theLenapepeople,andthefirstEuropeansettlers,studentswill:
● Explainwhypeopleleavetheirhomelandsandresettleelsewhere.● Understandthatwhengroupssettleinanarea,theybringnewideas,
traditions,andwaysoflife.● Understandthatthearrivalofnewgroupstoanareacanleadto
conflicts.(Tiethisintobiaslesson)
Studentswhounderstandtheconceptscanshowmasteryofcontentthroughthefollowingassessments:
FormativeAssessments:
● GotIt?attheendofeachlessoninthechapter
● Chapterformativeassessments(ReviewandAssessments)arelocated
attheendofeachchapter
○ Chapter1-pages24-27
○ Chapter2-pages52-55
● Classroomdiscussions
● OpenEndedQuestions
● TurnandTalk
● CooperativeLearningGroups
● Rubrics
● myWorldactivities
● myStorybook
● Teacherobservation
SummativeAssessments:
● Onlineorpaperandpencil-www.myWorldSocialStudies.com
● Chapter1Test
● Chapter2Test
AlternativeAssessments:
● LenapeProject-Createadiorama,model,orposteraboutagivenaspect
oftheLenniLenapepeopleofNJ(examples:familylife,clothing,fishing,
houses,etc.)
● 21stCenturyProjectpages22-23
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WhatItLooksLikeintheClassroom
GeographyHandbook
● FiveThemesofGeography-studentpagesNJ32-NJ33andReadingGlobes-studentpagesNJ34-NJ35(Day1)● Maps-studentpagesNJ36-NJ39(Day2)
Chapter1-TheGeographyofNewJersey
Chapter1Introstudentworkbookpages1-3(Day3)-NewJersey’sBatstoVillage-HiddenTreasures
● Bigquestion-Howdoesgeographyaffectourlives?-connecttopriorknowledge● MyStoryVideo-introducesvocabularyandkeyconcepts● MyStorySpark
Lesson1:DiscoverNewJersey-Studentworkbookpages4-9(Day4)
● EnvisionIt!● Introducevocabulary-landform,plateau,climate,industry,urban,suburb,rural● Activereadingofthelesson-pages4-9● Answerquestionsthroughoutthelesson(explain,circle,label,underlineactivities)● Drawconclusions(page8)● GotIt?-Questionsattheendofthelesson(page9)
Lesson2:NewJersey’sFourRegions-Studentworkbookpages10-15(Day5)
● EnvisionIt!● Introducevocabulary-elevation,erosion,fallline,agriculture● Activereadingofthelesson-pages10-15● Answerquestionsthroughoutthelesson(explain,circle,label,underlineactivities)● MainIdeaandDetails(page15)● GotIt?Questionsattheendoflesson(page15)
Lesson3:NewJersey’sEnvironment-Studentworkbookpages16-21(Day6)
● EnvisionIt!● Introducevocabulary-environment,economy,habitat,hybridcar,conserve● Activereadingofthelesson-pages16-21● Answerquestionsthroughoutthelesson(explain,circle,label,underlineactivities)● MainIdeaandDetails(page19)● CauseandEffectgraphicorganizer(page21)● GotIt?Questionsattheendoflesson(page21)
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21C-CollaborationandCreativity-Studentworkbookpages22-23(Day7)
● Activereadingoflesson(pages22-23)● TryIt!Fillingraphicorganizer● Listsolutionstoacommonenvironmentalprobleminourcommunity(page23)
ReviewandAssessment-Chapter1-Studentworkbookpages24-26(Day8)
● MyStoryBookpage27(Optionalactivity)
Chapter2-EarlyPeoples
Chapter2Introstudentworkbookpages28-31(Day9)-NewJersey’sFirstPeople-LearningAbouttheLenape
● Bigquestion-Whatcausespeopletomigratetonewlands?-connecttopriorknowledge● MyStoryVideo-introducesvocabularyandkeyconcepts● MyStorySpark
Lesson1:NativeAmericansofNewJersey-Studentworkbookpages32-35(Day10)
● EnvisionIt!● Introducevocabulary-archaeologist,artifact,surplus,legacy● Activereadingofthelesson-pages32-35● Answerquestionsthroughoutthelesson(explain,circle,label,underlineactivities)● Drawconclusions(page35)
Lesson1continued:NativeAmericansofNewJersey-Studentworkbookpages36-37(Day11)
● Activereadingofthelesson-pages36-37● GotIt?-Questionsattheendofthelesson(page9)
Lesson2:EuropeansArrive-Studentworkbookpages38-43(Day12)
● EnvisionIt!● Introducevocabulary-voyage,colony,persecution,proprietorship,tolerance● Activereadingofthelesson-pages38-43● Answerquestionsthroughoutthelesson(explain,circle,label,underlineactivities)● GotIt?Questionsattheendoflesson(page43)
21C-ChartandGraphSkills:InterpretTimelines-Studentworkbookpages44-45(Day13)
● Activereadingoflesson(pages44-45)● Readandinterprettimeline● TryIt!questions(page45)
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Lesson3:ThreeWorldsMeet-Studentworkbookpages46-49(Day14)
● EnvisionIt!● Introducevocabulary-convert,conflict,treaty,wampum,revolt,abolitionist● Activereadingofthelesson-pages46-49● Answerquestionsthroughoutthelesson(explain,circle,label,underlineactivities)
Lesson3continued:ThreeWorldsMeet-Studentworkbookpages50-51(Day15)
● Activereadingofthelesson-pages50-51● Biaslesson-tieintoTheSlaveTrade(pages50-51)● GotIt?Questionsattheendoflesson(page51)
ReviewandAssessment-Chapter2-Studentworkbookpages52-54(Day16)
● MyStoryBookpage55(Optionalactivity)
LenapeProject-Studentswillcreateamodel,diorama,orposterbasedonanaspectoftheLenniLenapeculture(Day17andDay18)
UnitResources
Texts:
PearsonMyWorldSocialStudiesTeacher’sGuide(pagesNJ86-NJ89andpages1-42)
StudentWorktext(pagesNJ32-NJ39andpages1-55)
Websites:
● www.myWorldSocialStudies.com(MyStoryVideos)● www.njamistadcurriculum.net● https://nj.gov/education/holocaust/curriculum
Modifications
AtRiskStudents:● Benchmarktesting ● Pairvisualpromptswithverbalpresentations ● Askstudentstorestateinformation,directions,andassignments. ● Repetitionandpractice
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● Modelskills/techniquestobemastered ● Extendedtimetocompleteclasswork ● Provideclassnotes ● Preferentialseatingtobemutuallydeterminedbythestudentandteacher ● Studentmayrequesttouseacomputertocompleteassignments. ● Establishexpectationsforcorrectspellingonassignments. ● Assignapeerhelperintheclasssetting ● Provideoralremindersandcheckstudentworkduringindependentworktime ● Assiststudentswithlongandshorttermplanningofassignments● Encouragestudentstoproofreadassignmentsandtests● Provideregularparent/schoolcommunication
StudentswithDisabilities/504: ● Pairvisualpromptswithverbalpresentations● Askstudentstorestateinformation,directions,andassignments.● Repetitionandpractice● Modelskills/techniquestobemastered ● Extendedtimetocompleteclasswork ● Provideclassnotes ● Preferentialseatingtobemutuallydeterminedbythestudentandteacher ● Studentmayrequesttouseacomputertocompleteassignments. ● Establishexpectationsforcorrectspellingonassignments. ● Assignapeerhelperintheclasssetting● Provideoralremindersandcheckstudentworkduringindependentworktime ● Assiststudentswithlongandshort-termplanningofassignments ● Encouragestudentstoproofreadassignmentsandtests ● Provideregularparent/schoolcommunication
ELLStudents:ModificationsforClassroomInstructionalSupports:
● Hands-onmaterials● Bilingualdictionaries● Visualaids● Teachermadeadaptations,outlines,studyguides● CanDoDescriptors
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Preparingstudentsforthelesson:1.BuildingBackgroundInformationthroughbrainstorming,semanticwebbing,useofvisualaidsandothercomprehensionstrategies.2.SimplifyingLanguageforPresentationbyusingspeechthatisappropriatetostudents’languageproficiencylevel.Avoidjargonandidiomaticspeech.3.DevelopingContentAreaVocabularythroughtheuseofwordwallsandlabelingclassroomobjects.Studentsencounternewacademicvocabularyinsocialstudies,particularlywhenstudyingthedisciplinesofhistory,civics,economics,andgeography.4.ConceptDevelopment-Studentswillbelearningaboutrightsandduties,voting,publicissues,revolutions,theenvironment,andmanynewconcepts.Enduringunderstandingrequiresthoroughandcontextualizedstudyofthesesubjectsacrossgradesandcoursesinsocialstudies.5.GivingDirections-StatedclearlyanddistinctlyanddeliveredinbothwrittenandoralformstoensurethatLEPstudentsunderstandthetask.Inaddition,studentsshouldbeprovidedwith/orhaveaccesstodirectionalwordssuchas:circle,write,draw,cut,underline,etc.PresentingtheLesson:
● Usemultiplestrategiesandvariedinstructionaltoolstoincreasetheopportunitiesforstudentstodevelopmeaningfulconnectionsbetweencontentandthelanguageusedininstruction.
● Providestudentswithopportunitiestoexpressnewknowledgeandlearningusingwritten,verbal,andnon-verbalcommunication.● ProvidestudentswithopportunitiestoparticipateinnumeroussocialstudiesdiscussionstoincreaseELLscompetencyandconfidenceinverbaldiscourse;
frameclassroomconversationsonsubjectsofinterestandculturalrelevance.Modificationsforassignments/homework
● Modifiedassignments● Nativelanguagetranslation(peer,onlineassistivetechnology,translationdevice,bilingualdictionary)● Extendedtimeforassignmentcompletionasneeded● Highlightkeyvocabulary● Usegraphicorganizers
Gifted&Talented/Enrichment:ExtensionActivities
● Conductresearchandprovidepresentationofculturaltopics.● Designsurveystogenerateandanalyzedatatobeusedindiscussion.● Debatetopicsofinterest/culturalimportance.● Authenticlisteningandreadingsourcesthatprovidesdataandsupportforspeakingandwritingprompts.● Useofhigherlevelquestioningtechniques● Provideassessmentsatahigherlevelofthinking
GeneralModifications
● LeLearningAgendas/Contracts
Alearningcontractisanagreementestablishedbetweenastudentandtheteacher;itsometimesinvolvesthestudent’sparents.Thecontractspecifiesconcrete
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learningand/orbehavioralobjectivesforthestudentthatallpartiesagreeneedtobeachieved.Thecontractalsospecifies:● Thegoalsofthecontract ● Theobligationsofeachpartytothecontract ● Thetimeframewithinwhichthetermsofthelearningcontractaretobefulfilled
Flexiblegrouping
● Flexiblegroupingisarangeofgroupingstudentstogetherfordeliveringinstruction.Thiscanbeasawholeclass,asmallgroup,orwithapartner.Flexiblegroupingcreatestemporarygroupsthatcanlastanhour,aweek,orevenamonth.
JigsawActivities
● Jigsawisastrategythatemphasizescooperativelearningbyprovidingstudentsanopportunitytoactivelyhelpeachotherbuildcomprehension.Usethistechniquetoassignstudentstoreadinggroupscomposedofvaryingskilllevels.Eachgroupmemberisresponsibleforbecomingan"expert"ononesectionoftheassignedmaterialandthen"teaching"ittotheothermembersoftheteam.
GraphicOrganizersAdvancedDiscussionTechniquesQuestioningStrategies
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Grade:4Unit2:AnIndependentCountry&TheCivilWar(Chapters3&4)InstructionalDays:18days(2daysperweek/40minuteseachday)
Unit2Summary
In thisunitof study, studentswillbe learningabout thecolonistsandthe taxesplacedonthemby theBritish.Theywill learnabout theconflicts that led to theAmericanRevolution,thePatriotsandLoyalists,andwhattheirroleswerethroughoutthistime.StudentswillbeabletodiscusswhyandhowthecoloniesbecameindependentfromGreatBritain.TheunitwillfocusontheimportantbattlesduringtheAmericanRevolutionthattookplaceinNewJersey.ThestudentswillalsoexplorethenewgovernmentandhowinventionsimprovedagricultureandwayoflifeinNewJerseyaftertheAmericanRevolution.Studentswillalsobefocusingonthedifferencesbetween theNorthandSouthwhen it comes to the issueof slavery inAmerica. Studentswill learnabout theUndergroundRailroadandhow ithelpedslavesescapetofreedom.TheunitwillputafocusonAbrahamLincoln’spresidencyanddifferentviewpointswhenitcametoslavery.ThestudentswillbeabletoidentifyeventsleadinguptotheCivilWarandNewJersey’sroleduringthetimeofthewar.StudentswillalsobeexploringtheprocessofReconstructionafterthecivilwar,andchangestothe13th,14th,and15thamendments.
*HighlightedactivitiesindicateHolocaustAwarenessinyellowandAmistadCommissioninbluerelatedactivities.ThisunitisbasedonthefollowingSocialStudiesStandards:
● 6.1.4.A.2 Explain how fundamental rights guaranteed by the United States Constitution and the Bill of Rights (i.e., freedom of expression, freedom ofreligion,therighttovote,andtherighttodueprocess)contributetothecontinuationandimprovementofAmericandemocracy.
● 6.1.4.A.3Determinehow“fairness,”“equality,”andthe“commongood”haveinfluencednewlawsandpoliciesovertimeatthelocalandnationallevelsofUnitedStatesgovernment.
● 6.1.4.A.9Compareandcontrastresponsesofindividualsandgroups,pastandpresent,toviolationsoffundamentalrights(e.g.,fairness,civilrights,humanrights).
● 6.1.4.A.11 Explain how the fundamental rights of the individual and the common good of the country depend upon all citizens exercising their civicresponsibilitiesatthecommunity,state,national,andgloballevels.
● 6.1.4.A.16Explorehownationaland international leaders,businesses,andglobalorganizationspromotehumanrightsandprovideaidtoindividualsandnationsinneed.
● 6.1.4.C.12Evaluatetheimpactofideas,inventions,andothercontributionsofprominentfigureswholivedNewJersey.● 6.1.4.C.15DescribehowthedevelopmentofdifferenttransportationsystemsimpactedtheeconomiesofNewJerseyandtheUnitedStates.● 6.1.4.C.16Explainhowcreativityandinnovationresultedinscientificachievementandinventionsinmanyculturesduringdifferenthistoricalperiods.● 6.1.4.C.17Determinetheroleofscienceandtechnologyinthetransitionfromanagriculturalsocietytoanindustrialsociety,andthentotheinformation
age.● 6.1.4.C.18Explain how the development of communications systems has led to increased collaboration and the spread of ideas throughout theUnited
Statesandtheworld.● 6.1.4.D.3EvaluatetheimpactofvoluntaryandinvoluntaryimmigrationonAmerica’sgrowthasanation,historicallyandtoday● 6.1.4.D.4ExplainhowkeyeventsledtothecreationoftheUnitedStatesandthestateofNewJersey.● 6.1.4.D.5Relatekeyhistoricaldocuments(i.e.,theMayflowerCompact,theDeclarationofIndependence,theUnitedStatesConstitution,andtheBillof
Rights)topresentdaygovernmentandcitizenship.● 6.1.4.D.6DescribethecivicleadershipqualitiesandhistoricalcontributionsofGeorgeWashington,ThomasJefferson,andBenjaminFranklintowardthe
developmentoftheUnitedStatesgovernment.● 6.1.4.D.7ExplaintheroleGovernorWilliamLivingstonplayedinthedevelopment12ofNewJerseygovernment.● 6.1.4.D.8DeterminethesignificanceofNewJersey’sroleintheAmericanRevolution.
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● 6.1.4.D.9Explaintheimpactoftrans-AtlanticslaveryonNewJersey,thenation,andindividuals.● 6.1.4.D.12ExplainhowfolkloreandtheactionsoffamoushistoricalandfictionalcharactersfromNewJerseyandotherregionsoftheUnitedStates
contributedtotheAmericannationalheritage.● 6.1.4.D.16Describehowstereotypingandprejudicecanleadtoconflict,usingexamplesfromthepastandpresent.-BiasLesson(andAmistadCommission)● 6.1.4.D.17Explaintheroleofhistoricalsymbols,monuments,andholidaysandhowtheyaffecttheAmericanidentity.● *CitizenshipStandard*6.3.4.D.1Identifyactionsthatareunfairordiscriminatory,suchasbullying,andproposesolutionstoaddresssuchactions.(Chapter4
Lesson2-TheUnionDivided-Studentpages106-111andLesson3-RebuildingtheNation-Studentpages114-117)
*AdditionalELACompanionandInterdisciplinaryStandards:
LanguageArts
● RI.4.5.Describetheoverallstructure(e.g.,chronology,comparison,cause/effect,problem/solution)ofevents,ideas,concepts,orinformationinatextorpartofatext.
● RI.4.6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the informationprovided.
● NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effectiveselection,organization,andanalysisofcontent.
Novelstudy-GeorgeWashington’sSocksbyElviraWoodruff
ReadAloudsuggestions(optional)-Henry’sFreedomBoxbyEllenLevineandUnspokenbyHenryCole
Science
• 4-ESS2-2.AnalyzeandinterpretdatafrommapstodescribepatternsofEarth’sfeatures.
Math
• 4.MD.BRepresentandinterpretdata
StudentLearningObjectives
Chapter3Lesson1:Britain’s13Colonies-pages60-67
● UnderstandwhysomecolonistssupportedthecoloniesintheAmericanRevolution,whileotherssupportedGreatBritain● ExplainhowkeyeventsledtothecreationoftheUSandNJ● DescribetheleadershipqualitiesandcontributionsofGeorgeWashingtonandBenjaminFranklin
Chapter3Lesson2:ThePathtoIndependence-pages68-71
● ExplainthereasonsgiveninthedeclarationofindependenceforfightingGreatBritainintheAmericanRevolution
Chapter321stCenturySkill:UsePrimaryandSecondarySources-pages72-73
● Identifyanduseprimaryandsecondarysources
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Chapter3Lesson3:TheWarinNewJersey-pages74-79
● UnderstandandexplaintheroleNewJerseyplayedintheAmericanRevolution
Chapter3Lesson4:ANewNation,ANewState-pages80-85
● ExplaintherightsguaranteedintheConstitution● UnderstandtheBillofRights● UnderstandNewJersey’sroleincreatingtheConstitutionandtheBillofRights
Chapter3Lesson5:NewJerseyDevelops-pages86-91
● UnderstandhowscienceandtechnologyaffectedNewJersey’sgrowthanddevelopmentintheearly1800s
Chapter4Lesson1:TheFightAgainstSlavery-pages100-105
● ExplainwhysomeAmericansfoughttoendslaveryduringtheCivilWarandothersfoughttokeepit
Chapter4Lesson2:TheUnionDivided-pages106-111
● UnderstandwhypeoplefromNewJerseyfoughtintheCivilWar● Knowwhytheunionwassaved
Chapter421stCenturyLesson-GraphandGraphSkills-pages112-113
● Readandinterpretbargraphsandlinegraphswithhistoricalinformation
Chapter4Lesson3:RebuildingtheNation-pages114-117
● UnderstandwhyAfricanAmericansbegantofightforequalrights● Discussdiscriminationandbias
21stCenturyStandards(CareerReadyPractices&PersonalFinanceStandards)
CRP1.Actasaresponsibleandcontributingcitizenandemployee.
CRP2.Applyappropriateacademicandtechnicalskills.
CRP4.Communicateclearlyandeffectivelyandwithreason.
CRP5.Considertheenvironmental,socialandeconomicimpactsofdecisions.
16
CRP6.Demonstratecreativityandinnovation.
CRP8.Utilizecriticalthinkingtomakesenseofproblemsandpersevereinsolvingthem.
CRP11.Usetechnologytoenhanceproductivity.
CRP12.Workproductivelyinteamswhileusingculturalglobalcompetence.
PersonalFinanceStandards
9.2.4.A.1-Identifyreasonswhypeoplework,differenttypesofwork,andhowworkcanhelpapersonachievepersonalandprofessionalgoals.
TechnologyStandards8.1.5.A.1Selectandusetheappropriatedigitaltoolsandresourcestoaccomplishavarietyoftasksincludingsolvingproblems.
8.1.5.A.2Formatadocumentusingawordprocessingapplicationtoenhancetextandincludegraphics,symbolsand/orpictures.\
8.1.5.A.3Useagraphicorganizertoorganizeinformationaboutproblemorissue
17
UnitSequence ConceptsCoveredinUnit Formative&SummativeAssessments
Chapter3:AnIndependentCountry
BigQuestion:Whatisworthfightingfor?
AfterdiscussingwhythecoloniesbrokeawayfromGreatBritain,studentswill:
● Understandthatpeoplecanstandupforwhattheybelievein.● Recognizethatpeoplewhoshareidealscanaccomplishcommongoals.● Understandthatpoliticalchangecanhavecostsandbenefitsfor
differentgroups.● Knowthattherearebasicrightsthatallpeopleshare.
Chapter4:TheCivilWar
BigQuestion:Whatisworthfightingfor?
AfterlearningabouttheCivilWaranditscausesandconflicts,studentswill:
● Understandthatsocial,political,andeconomicdifferencescanleadtoconflict.
● Explainwhypeoplewillfighttoprotecttheirbeliefsandwayoflife.● Knowthatinbigwars,men,women,children,andtheenvironmentcan
allbeaffected.● Explainthatconflictscanhaveunexpectedresultsthatcanreshapea
country.
Studentswhounderstandtheconceptscan:
FormativeAssessments:
● GotIt?attheendofeachlessoninthechapter
● Chapterformativeassessments(ReviewandAssessments)arelocated
attheendofeachchapter
○ Chapter3-pages92-95
○ Chapter4-pages118-121
● Classroomdiscussions
● OpenEndedQuestions
● TurnandTalk
● CooperativeLearningGroups
● Rubrics
● myWorldactivities
● myStorybook
● Teacherobservation
SummativeAssessments:
● Onlineorpaperandpencil-www.myWorldSocialStudies.com
● Chapter3Test
● Chapter4Test
AlternativeAssessments:
● CivilRightsCerealBoxProject-Createacerealboxbasedonapersonor
eventthatwassignificantthroughouttheCivilRightsMovement.
● 21stCenturyProject-pages112-113
18
WhatItLooksLikeintheClassroom
Chapter3-AnIndependentCountry
Chapter3Introstudentworkbookpages56-59(Day1)-WilliamLivingston-FighterforFreedom
● Bigquestion-Whatisworthfightingfor?-connecttopriorknowledge● MyStoryVideo-introducesvocabularyandkeyconcepts● MyStorySpark
Lesson1:Britain’s13Colonies-Studentworkbookpages60-63(Day2)
● EnvisionIt!● Introducevocabulary-Parliament,repeal,boycott,delegate,militia,minutemen,Patriot,Loyalist● Activereadingofthelesson-pages60-63● Answerquestionsthroughoutthelesson(explain,circle,label,underlineactivities)● Causeandeffectquestion(page63)● GotIt?-Questionsattheendofthelesson(page63)
Lesson1continued:Britain’s13Colonies-Studentworkbookpages64-67(Day3)
● Activereadingofthelesson-pages64-67● Answerquestionsthroughoutthelesson(explain,circle,label,underlineactivities)● GotIt?-Questionsattheendofthelesson(page67)
Lesson2:ThePathtoIndependence-Studentworkbookpages68-71(Day4)
● EnvisionIt!● Introducevocabulary-independence,committee,treason● Activereadingofthelesson-pages68-71● Answerquestionsthroughoutthelesson(explain,circle,label,underlineactivities)● GotIt?Questionsattheendoflesson(page71)
21C-CriticalThinkingSkills-Studentworkbookpages72-73(Day5)
● Activereadingoflesson(pages72-73)● TryIt!Questions
Lesson3:TheWarinNewJersey-Studentworkbookpages74-76(Day6)
● EnvisionIt!● Introducevocabulary-enlist,retreat,mercenary,strategy● Activereadingofthelesson-pages74-76● Answerquestionsthroughoutthelesson(explain,circle,label,underlineactivities)
19
Lesson3continued:TheWarinNewJersey-Studentworkbookpages77-79(Day7)
● EnvisionIt!● Activereadingofthelesson-pages74-76● Answerquestionsthroughoutthelesson(explain,circle,label,underlineactivities)● GotIt?Questionsattheendoflesson(page79)
Lesson4:ANewNation,ANewState-Studentworkbookpages80-85(Day8)
● EnvisionIt!● Introducevocabulary-constitution,democracy,amendment,ratify,rights,dueprocess● Activereadingofthelesson-pages80-85● Answerquestionsthroughoutthelesson(explain,circle,label,underlineactivities)● GotIt?Questionsattheendoflesson(page85)
Lesson5:NewJerseyDevelops-Studentworkbookpages86-91(Day9)
● EnvisionIt!● Introducevocabulary-geology,turnpike,canal,census,reform● Activereadingofthelesson-pages86-91● Answerquestionsthroughoutthelesson(explain,circle,label,underlineactivities)● GotIt?Questionsattheendoflesson(page91)
ReviewandAssessment-Chapter3-Studentworkbookpages92-95(Day10)
● MyStoryBookpage95(Optionalactivity)
Chapter4-TheCivilWar
Chapter4Introstudentworkbookpages96-99(Day11)-HarrietTubman-GuidetoFreedom
● Bigquestion-Whatisworthfightingfor?-connecttopriorknowledge● MyStoryVideo-introducesvocabularyandkeyconcepts● MyStorySpark
Lesson1:TheFightAgainstSlavery-Studentworkbookpages100-105(Day12)
● EnvisionIt!● Introducevocabulary-abolitionist,plantation,UndergroundRailroad● Activereadingofthelesson-pages100-105● Answerquestionsthroughoutthelesson(explain,circle,label,underlineactivities)● GotIt?-Questionsattheendofthelesson(page105)
20
Lesson2:TheUnionDivided-Studentworkbookpages106-111(Day13)
● EnvisionIt!● Introducevocabulary-secede,union,proclamation,emancipate● Activereadingofthelesson-pages106-111● Answerquestionsthroughoutthelesson(explain,circle,label,underlineactivities)● GotIt?-Questionsattheendofthelesson(page111)
21C-GraphandGraphSkills-Studentworkbookpages112-113(Day14)
● Activereadingoflesson(pages112-113)● TryIt!Questions
Lesson3:RebuildingtheNation-Studentworkbookpages114-117(Day15)-BiasLesson
● EnvisionIt!● Introducevocabulary-Reconstruction,sharecropper,discrimination,segregation● Activereadingofthelesson-pages114-117● Answerquestionsthroughoutthelesson(explain,circle,label,underlineactivities)● GotIt?-Questionsattheendofthelesson(page117)
ReviewandAssessment-Chapter4-Studentworkbookpages118-120(Day16)
● MyStoryBookpage121(Optionalactivity)
CivilRightsCerealBoxProject-StudentswillresearchandcreateacerealboxwithfactsbasedonapersonoreventintheCivilRightsmovement.(Day17and18)
UnitResources
Texts:
PearsonMyWorldSocialStudiesTeacher’sGuide(43-91)
StudentWorktext(pagesNJ32-NJ39andpages56-121)
Websites:
● www.myWorldSocialStudies.com(MyStoryVideos)● www.njamistadcurriculum.net● https://nj.gov/education/holocaust/curriculum
21
Modifications
AtRiskStudents:● Benchmarktesting ● Pairvisualpromptswithverbalpresentations ● Askstudentstorestateinformation,directions,andassignments. ● Repetitionandpractice ● Modelskills/techniquestobemastered ● Extendedtimetocompleteclasswork ● Provideclassnotes ● Preferentialseatingtobemutuallydeterminedbythestudentandteacher ● Studentmayrequesttouseacomputertocompleteassignments. ● Establishexpectationsforcorrectspellingonassignments. ● Assignapeerhelperintheclasssetting ● Provideoralremindersandcheckstudentworkduringindependentworktime ● Assiststudentswithlongandshorttermplanningofassignments● Encouragestudentstoproofreadassignmentsandtests● Provideregularparent/schoolcommunication
StudentswithDisabilities/504:● Pairvisualpromptswithverbalpresentations● Askstudentstorestateinformation,directions,andassignments.● Repetitionandpractice● Modelskills/techniquestobemastered ● Extendedtimetocompleteclasswork ● Provideclassnotes ● Preferentialseatingtobemutuallydeterminedbythestudentandteacher ● Studentmayrequesttouseacomputertocompleteassignments. ● Establishexpectationsforcorrectspellingonassignments. ● Assignapeerhelperintheclasssetting● Provideoralremindersandcheckstudentworkduringindependentworktime ● Assiststudentswithlongandshorttermplanningofassignments ● Encouragestudentstoproofreadassignmentsandtests ● Provideregularparent/schoolcommunication
22
ELLStudents:ModificationsforClassroomInstructionalSupports:
● Hands-onmaterials● Bilingualdictionaries● Visualaids● Teachermadeadaptations,outlines,studyguides● CanDoDescriptors
Preparingstudentsforthelesson:1.BuildingBackgroundInformationthroughbrainstorming,semanticwebbing,useofvisualaidsandothercomprehensionstrategies.2.SimplifyingLanguageforPresentationbyusingspeechthatisappropriatetostudents’languageproficiencylevel.Avoidjargonandidiomaticspeech.3.DevelopingContentAreaVocabularythroughtheuseofwordwallsandlabelingclassroomobjects.Studentsencounternewacademicvocabularyinsocialstudies,particularlywhenstudyingthedisciplinesofhistory,civics,economics,andgeography.4.ConceptDevelopment-Studentswillbelearningaboutrightsandduties,voting,publicissues,revolutions,theenvironment,andmanynewconcepts.Enduringunderstandingrequiresthoroughandcontextualizedstudyofthesesubjectsacrossgradesandcoursesinsocialstudies.5.GivingDirections-StatedclearlyanddistinctlyanddeliveredinbothwrittenandoralformstoensurethatLEPstudentsunderstandthetask.Inaddition,studentsshouldbeprovidedwith/orhaveaccesstodirectionalwordssuchas:circle,write,draw,cut,underline,etc.PresentingtheLesson:
● Usemultiplestrategiesandvariedinstructionaltoolstoincreasetheopportunitiesforstudentstodevelopmeaningfulconnectionsbetweencontentandthelanguageusedininstruction.
● Providestudentswithopportunitiestoexpressnewknowledgeandlearningusingwritten,verbal,andnon-verbalcommunication.● ProvidestudentswithopportunitiestoparticipateinnumeroussocialstudiesdiscussionstoincreaseELLscompetencyandconfidenceinverbaldiscourse;
frameclassroomconversationsonsubjectsofinterestandculturalrelevance.Modificationsforassignments/homework
● Modifiedassignments● Nativelanguagetranslation(peer,onlineassistivetechnology,translationdevice,bilingualdictionary)● Extendedtimeforassignmentcompletionasneeded● Highlightkeyvocabulary● Usegraphicorganizers
Gifted&Talented/Enrichment:ExtensionActivities
● Conductresearchandprovidepresentationofculturaltopics.● Designsurveystogenerateandanalyzedatatobeusedindiscussion.● Debatetopicsofinterest/culturalimportance.
23
● Authenticlisteningandreadingsourcesthatprovidesdataandsupportforspeakingandwritingprompts.● Useofhigherlevelquestioningtechniques● Provideassessmentsatahigherlevelofthinking
GeneralModifications
● LeLearningAgendas/Contracts
Alearningcontractisanagreementestablishedbetweenastudentandtheteacher;itsometimesinvolvesthestudent’sparents.Thecontractspecifiesconcretelearningand/orbehavioralobjectivesforthestudentthatallpartiesagreeneedtobeachieved.Thecontractalsospecifies:
● Thegoalsofthecontract ● Theobligationsofeachpartytothecontract ● Thetimeframewithinwhichthetermsofthelearningcontractaretobefulfilled
Flexiblegrouping
● Flexiblegroupingisarangeofgroupingstudentstogetherfordeliveringinstruction.Thiscanbeasawholeclass,asmallgroup,orwithapartner.Flexiblegroupingcreatestemporarygroupsthatcanlastanhour,aweek,orevenamonth.
JigsawActivities
● Jigsawisastrategythatemphasizescooperativelearningbyprovidingstudentsanopportunitytoactivelyhelpeachotherbuildcomprehension.Usethistechniquetoassignstudentstoreadinggroupscomposedofvaryingskilllevels.Eachgroupmemberisresponsibleforbecomingan"expert"ononesectionoftheassignedmaterialandthen"teaching"ittotheothermembersoftheteam.
GraphicOrganizersAdvancedDiscussionTechniquesQuestioningStrategies
24
Grade:4Unit3:ATimeofChangeinNewJersey(Chapter5)InstructionalDays:12days(2daysperweek/40minuteseachday)
Unit3Summary
Inthisunitofstudy,studentswillabletoexplainhowinventorsandtheirtechnologieschangedthewaythatpeoplelivedandworkedinAmerica.Studentswillalsodemonstrateknowledgeintheareaofimmigrants.ImmigrantswereveryimportanttotheUnitedStatesduringthistimeperiodandsostudentswilllearnabouthowtheycontributedtothenation’sdiversity,growth,andculture.Lastly,studentswillanalyzetheearly20thcentury,andthemanypeoplewhoworkedtogaingreaterrightsforworkers,women,andminorities.
*HighlightedactivitiesindicateHolocaustAwarenessinyellowandAmistadCommissioninbluerelatedactivities.ThisunitisbasedonthefollowingSocialStudiesStandards:
● 6.1.4.A.3Determinehow“fairness,”“Equality,”andthe“commongood”haveinfluencedchangeinU.S.government.● 6.1.4.A.9Compareandcontrastresponses,pastandpresent,toviolationsofrights.● 6.1.4.A.13DescribetheprocessbywhichimmigrantsbecomeUnitedStatescitizens.● 6.1.4.B.6CompareandcontrastcharacteristicsofU.S.regionsbasedonculture,economics,politics,andphysicalenvironmenttounderstandtheconceptof
regionalism.● 6.1.4.C.12Evaluatetheimpactofideas,inventions,andothercontributionsofprominentNewJerseyans.● 6.1.4.C.13Determinethequalitiesofentrepreneurs.● 6.1.4.C.16Explainhowinnovationresultedinscientificachievementandinventions.● 6.1.4.C.18Explainhowcommunicationssystemsledtoincreasedcollaborationandthespreadofideas.● 6.1.4.D.2SummarizedreasonswhygroupsimmigratedtoNJandAmerica;describechallengestheyencountered.● 6.1.4.D.14TracehowtheAmericanidentityevolvedovertime.● 6.1.4.D.18Explainhowanindividual’sbeliefs,values,andtraditionsmayreflectmultiplecultures.● *CitizenshipStandard*:6.3.4.D.1Identifyactionsthatareunfairordiscriminatory,suchasbullying,andproposesolutionstoaddresssuchactions.(Chapter5
Lesson2:ImmigrantsinNewJerseypages134-139-discussunfairtreatmentimmigrantsfaced)
*AdditionalELACompanionandInterdisciplinaryStandards:
● RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specificinformationinthetext.
● RI.4.5Describetheoverallstructureofevents,ideas,concepts,orinformationinatextorpartofatext.● NJSLSA.W1.Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence.● NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective
selection,organization,andanalysisofcontent.
StudentLearningObjectives
Chapter5Lesson1:TechnologyandIndustrypages126-133
● ExplainhowNewJerseyanswereimpactedbyinventionsandideasduringthistimeperiod● Describethequalitiesthatentrepreneurshave● Summarizeinnovationsduringthistimethatresultedinscientificachievementthroughnewinventions
25
21stCenturyStandards(CareerReadyPractices&PersonalFinanceStandards)
CRP2.Applyappropriateacademicandtechnicalskills.
CRP4.Communicateclearlyandeffectivelyandwithreason.
CRP5.Considertheenvironmental,socialandeconomicimpactsofdecisions.
CRP6.Demonstratecreativityandinnovation.
CRP7.Employvalidandreliableresearchstrategies
CRP11.Usetechnologytoenhanceproductivity.
CRP12.Workproductivelyinteamswhileusingculturalglobalcompetence
PersonalFinanceStandards:9.2.4.A.1-Identifyreasonswhypeoplework,differenttypesofwork,andhowworkcanhelpapersonachievepersonalandprofessionalgoals.&9.1.4.A.2-Explainthedifferencebetweenacareerandajob,andidentifyvariousjobsinthecommunityandtherelatedearnings.
● Analyzecommunicationsystemsthatledtocollaborationandthespreadofideas
Chapter5Lesson2:ImmigrantsinNewJerseypages134-139
● ExplainhowimmigrantsbecomeUScitizens● SummarizereasonswhygroupsimmigratedtoAmerica● MakealistofchallengesimmigrantsfacedwhentheycametoAmerica● Analyzehowbeliefs,values,andtraditionsaffectedthenewcultureintheUnitedStates
Chapter521stCenturySkill:InterpretDataonMapspages140-141
● CompareandcontrastregionsonamapbasedonNewJerseyandthecountry.● ExplaindataonamapoftheUnitedStates
Chapter5Lesson3:ChangeandReformpages142-147
● Usingvocabularyfromthelesson,writeaboutviolationsofrightsfromthepastandpresent● SummarizechangestotheUSgovernmentbasedonfairnessandequality*BiasLesson
26
TechnologyStandards
8.1.5.A.1Selectandusetheappropriatedigitaltoolsandresourcestoaccomplishavarietyoftasksincludingsolvingproblems.
8.1.5.A.2Formatadocumentusingawordprocessingapplicationtoenhancetextandincludegraphics,symbolsand/orpictures.
8.1.5.C.1Engageinonlinediscussionswithlearnersofotherculturestoinvestigateaworldwideissuefrommultipleperspectivesandsources,evaluatefindingandpresentpossiblesolutions,usingdigitaltoolsandonlineresourcesforallsteps.
UnitSequence
ConceptsCoveredinUnit Formative&SummativeAssessments
Chapter5-ATimeofChangeinNewJersey
BigQuestion:Howdoeseconomicgrowthprovideopportunity?
AfterreadinganddiscussingthechangingtimesinNewJerseystudentswill:
● Explainhowinventorshelpedtochangethewaypeoplelivedinourstate.
● Describehowtechnologieschangedhowpeoplelivedandworkedinourregion.
● Recognizethatimmigrantscontributedtothenation’sdiversity,growth,andculture.
● Analyzehowintheearly20thcenturyrightsweregainedforworkers,women,andminorities.
Studentswhounderstandtheconceptscanshowmasteryofcontentthroughthefollowingassessments:
FormativeAssessments:
● GotIt?attheendofeachlessoninthechapter
● Chapterformativeassessments(ReviewandAssessments)arelocated
attheendofeachchapter
○ Chapter5-pages148-151
● Classroomdiscussions
● OpenEndedQuestions
● TurnandTalk
● CooperativeLearningGroups
● Rubrics
● myWorldactivities
● myStorybook
● Teacherobservation
SummativeAssessments:
● Onlineorpaperandpencil-www.myWorldSocialStudies.com
● Chapter5Test
●
27
AlternativeAssessments:
● ResearchandletterwritingthroughEllisIsland/Immigrationstudy
● 21stCenturySkills-pages140-141
WhatItLooksLikeintheClassroom
Chapter5-ATimeofChangeinNewJersey
Chapter5Introstudentworkbookpages122-125(Day1)-ThomasEdisonNationalHistoricalPark
● Bigquestion-Howdoeseconomicgrowthprovideopportunity?-connecttopriorknowledge● MyStoryVideo-introducesvocabularyandkeyconcepts● MyStorySpark
Lesson1:TechnologyandIndustry-Studentworkbookpages126-129133(Day2)
● EnvisionIt!● Introducevocabulary-manufacture,assemblyline,entrepreneur,patent,monopoly● Activereadingofthelesson-pages126-129● Answerquestionsthroughoutthelesson(causeandeffect,generalize,andwrite)
Lesson1continued:TechnologyandIndustry–pages130-133(Day3)
● Answerquestionsthroughoutthelesson(causeandeffect,generalize,andwrite)● Activereadingofthelesson-pages126-129● Drawconclusions(page132)● GotIt?-Questionsattheendofthelesson(page133)
Lesson2:ImmigrantsinNewJersey-Studentworkbookpages134-137(Day4)
● EnvisionIt!● Introducevocabulary-immigrant,famine,citizen,tenement,sweatshop● Activereadingofthelesson-pages134-137
Lesson2continued:ImmigrantsinNewJersey-Studentworkbookpages138-139(Day5)
● Answerquestionsthroughoutthelesson(circle,causeandeffect,write)● Summarizeactivity(page138)
28
● GotIt?Questionsattheendoflesson(page139)
Optionalextension:Virtualfieldtrip:EllisIslandImmigrantexperience(Day6)
Optionalextension:Virtualfieldtrip:TheStatueofLiberty(Day7)
● Watchvideoclip● Writeaboutafamilymemberwhocamefromanothercountry
21C-MapSkills-Studentworkbookpages140-141(Day8)
● Activereadingoflesson(pages140-141)● TryIt!Answerquestionspage141#1-4
Lesson3:ChangeandReform-Studentworkbookpages142-145(Day9)*BiasLesson
● EnvisionIt!● Introducevocabulary-reform,progressive,muckraker,Prohibition,suffrage,GreatMigration● Activereadingofthelesson-pages142-145
Lesson3continued:ChangeandReform-Studentworkbookpages146-147(Day10)*BiasLesson
● Answerquestionsthroughoutthelesson(circle,write,fillincompareandcontrast)● Summarizeactivity,circleandunderline(page146)● GotIt?Questionsattheendoflesson(page147)
ReviewandAssessment-Chapter5-Studentworkbookpages148-151(Day11and12)
● MyStoryBookpage151(Optionalactivity)
UnitResources
Texts:
PearsonMyWorldSocialStudiesTeacher’sGuide(pages94-113)
StudentWorktext(pages122-151)
Websites:
● www.myWorldSocialStudies.com(MyStoryVideos)● http://teacher.scholastic.com/activities/immigration/tour/(EllisIslandguidedtour)● www.njamistadcurriculum.nethttps://nj.gov/education/holocaust/curriculum
29
Modifications
AtRiskStudents:● Benchmarktesting ● Pairvisualpromptswithverbalpresentations ● Askstudentstorestateinformation,directions,andassignments. ● Repetitionandpractice ● Modelskills/techniquestobemastered ● Extendedtimetocompleteclasswork ● Provideclassnotes ● Preferentialseatingtobemutuallydeterminedbythestudentandteacher ● Studentmayrequesttouseacomputertocompleteassignments. ● Establishexpectationsforcorrectspellingonassignments. ● Assignapeerhelperintheclasssetting ● Provideoralremindersandcheckstudentworkduringindependentworktime ● Assiststudentswithlongandshorttermplanningofassignments● Encouragestudentstoproofreadassignmentsandtests● Provideregularparent/schoolcommunication
StudentswithDisabilities/504: ● Pairvisualpromptswithverbalpresentations● Askstudentstorestateinformation,directions,andassignments.● Repetitionandpractice● Modelskills/techniquestobemastered ● Extendedtimetocompleteclasswork ● Provideclassnotes ● Preferentialseatingtobemutuallydeterminedbythestudentandteacher ● Studentmayrequesttouseacomputertocompleteassignments. ● Establishexpectationsforcorrectspellingonassignments. ● Assignapeerhelperintheclasssetting● Provideoralremindersandcheckstudentworkduringindependentworktime ● Assiststudentswithlongandshorttermplanningofassignments ● Encouragestudentstoproofreadassignmentsandtests ● Provideregularparent/schoolcommunication
30
ELLStudents:ModificationsforClassroom
InstructionalSupports:
● hands-onmaterials● bilingualdictionaries● visualaids● teachermadeadaptations,outlines,studyguides● CanDoDescriptors
Preparingstudentsforthelesson:
1.BuildingBackgroundInformationthroughbrainstorming,semanticwebbing,useofvisualaidsandothercomprehensionstrategies.
2.SimplifyingLanguageforPresentationbyusingspeechthatisappropriatetostudents’languageproficiencylevel.Avoidjargonandidiomaticspeech.
3.DevelopingContentAreaVocabularythroughtheuseofwordwallsandlabelingclassroomobjects.Studentsencounternewacademicvocabularyinsocialstudies,particularlywhenstudyingthedisciplinesofhistory,civics,economics,andgeography.
4.ConceptDevelopment-Studentswillbelearningaboutrightsandduties,voting,publicissues,revolutions,theenvironment,andmanynewconcepts.Enduringunderstandingrequiresthoroughandcontextualizedstudyofthesesubjectsacrossgradesandcoursesinsocialstudies.
5.GivingDirections-StatedclearlyanddistinctlyanddeliveredinbothwrittenandoralformstoensurethatLEPstudentsunderstandthetask.Inaddition,studentsshouldbeprovidedwith/orhaveaccesstodirectionalwordssuchas:circle,write,draw,cut,underline,etc.
PresentingtheLesson:
● Usemultiplestrategiesandvariedinstructionaltoolstoincreasetheopportunitiesforstudentstodevelopmeaningfulconnectionsbetweencontentandthelanguageusedininstruction.
● Providestudentswithopportunitiestoexpressnewknowledgeandlearningusingwritten,verbal,andnon-verbalcommunication.● ProvidestudentswithopportunitiestoparticipateinnumeroussocialstudiesdiscussionstoincreaseELLscompetencyandconfidenceinverbaldiscourse;
frameclassroomconversationsonsubjectsofinterestandculturalrelevance.
Modificationsforassignments/homework
● Modifiedassignments● Nativelanguagetranslation(peer,onlineassistivetechnology,translationdevice,bilingualdictionary)● Extendedtimeforassignmentcompletionasneeded● Highlightkeyvocabulary● Usegraphicorganizers
31
Gifted&Talented/Enrichment:ExtensionActivities
● Conductresearchandprovidepresentationofculturaltopics.● Designsurveystogenerateandanalyzedatatobeusedindiscussion.● Debatetopicsofinterest/culturalimportance.● Authenticlisteningandreadingsourcesthatprovidesdataandsupportforspeakingandwritingprompts.● Useofhigherlevelquestioningtechniques● Provideassessmentsatahigherlevelofthinking
● LeLearningAgendas/Contracts
Alearningcontractisanagreementestablishedbetweenastudentandtheteacher;itsometimesinvolvesthestudent’sparents.Thecontractspecifiesconcretelearningand/orbehavioralobjectivesforthestudentthatallpartiesagreeneedtobeachieved.Thecontractalsospecifies:
● thegoalsofthecontract ● theobligationsofeachpartytothecontract ● thetimeframewithinwhichthetermsofthelearningcontractaretobefulfilled
Flexiblegrouping
● Flexiblegroupingisarangeofgroupingstudentstogetherfordeliveringinstruction.Thiscanbeasawholeclass,asmallgroup,orwithapartner.Flexiblegroupingcreatestemporarygroupsthatcanlastanhour,aweek,orevenamonth.
JigsawActivities
● Jigsawisastrategythatemphasizescooperativelearningbyprovidingstudentsanopportunitytoactivelyhelpeachotherbuildcomprehension.Usethistechniquetoassignstudentstoreadinggroupscomposedofvaryingskilllevels.Eachgroupmemberisresponsibleforbecomingan"expert"ononesectionoftheassignedmaterialandthen"teaching"ittotheothermembersoftheteam.
GraphicOrganizers
AdvancedDiscussionTechniques
QuestioningStrategies
32
Grade:4Unit4Name:ChallengesandOpportunities&NJToday(Ch.6&7)InstructionalDays:20days(2daysperweek/40minuteseachday)
Unit4Summary
Inthisunitofstudy,studentswillabletoexplainwhypeoplegotowar inordertodefendtheirhomelandandhowyoucancometogether inatimeofneed.ByanalyzingtheNewDeal,studentswillseehowthegovernmentbegantoplayalargerroleinourcountry.Studentswillcontinuetoreviewandseehowwomenandminoritiesstruggledtofindtheirplaceespeciallyinthe1950sand1960s.Next,studentswillseehowthegovernmentandeconomyaffectcitizenstodayandplayaroleintheirrightsandresponsibilities.Lastly,studentswillsummarizethediversecultureinNewJerseyandhowitaffectsthemandthewaytheylive.
*HighlightedactivitiesindicateHolocaustAwarenessinyellowandAmistadCommissioninbluerelatedactivities.
ThisunitisbasedonthefollowingSocialStudiesStandards:
● 6.1.4.A.1Explainhowlawsprotectrights,resolveconflicts,andpromotethecommongood.● 6.1.4.A.2ExplainhowguaranteedrightscontributetoU.S.democracy.● 6.1.4.A.3Determinehowthe“commongood”hasinfluencedchangeatlocalandnationallevels.● 6.1.4.A.4ExplainhowtheConstitutiondefinesandlimitsgovernmentpowerandorganization.● 6.1.4.A.5Distinguishtherolesandresponsibilitiesofthebranchesofthenationalgovernment.● 6.1.4.A.6Explainhownationalandstategovernmentssharepower.● 6.1.4.A.7ExplainthattheU.S.isarepresentativedemocracy.● 6.1.4.A.8Compareandcontrasthowgovernmentfunctionsatdifferentlevels.● 6.1.4.A.9Compareandcontrastresponses,pastandpresent,toviolationsofrights.● 6.1.4.A.10DescribehowDr.MartinLutherKing,Jr.,andothercivilrightsleaderscausedsocialchangeandinspiredactivisminlatergenerations.● 6.1.4.A.11Explainwhycitizensshouldexercisecivicresponsibilities.● 6.1.4.A.12Explaintheprocessofcreatingchangeatthelocal,state,ornationallevel.● 6.1.4.A.14Describehowtheworldisdividedintomanynationsthathavetheirowngovernments,languages,customs,andlaws.● 6.1.4.A.15Explainwhyitisimportantthatpeoplefromdiverseculturescollaboratetofindsolutionstochallenges.● 6.1.4.A.16Explorehowleaders,businesses,andglobalorganizationspromotehumanrightsandprovideaidtothoseinneed.● 6.1.4.B.2Usepoliticalmapstoexplainhowlocationandspatialrelationshipscontributedtoculturaldiffusionandeconomicinterdependence.● 6.1.4.B.6CompareeconomicsandenvironmentofU.S.regions.● 6.1.4.C.1Applyopportunitycosttoevaluateindividuals’decisions.● 6.1.4.C.3Explainwhyincentivesvarybetweenproducersandconsumers.● 6.1.4.C.4Describehowsupplyanddemandaffectpriceandproductoutput.● 6.1.4.C.7Explainhowtheavailabilityofgoodsandservicesisinfluencedbytheglobalmarketandgovernment.● 6.1.4.C.9Compareandcontrasthowresourcesaffectpeopledifferently.● 6.1.4.C.11Recognizetheimportanceofsettinglong-termfinancialgoals.● 6.1.4.C.13Determinethequalitiesofentrepreneurs.● 6.1.4.C.14CompareNJregionsintermsofeconomicopportunities.● 6.1.4.C.16Explainhowinnovationresultedinscientificachievement.● 6.1.4.C17Determinetechnology’sroleinchange.● 6.1.4.D.1Identifyactionsthatareunfairandproposesolutions.● 6.1.4.D.4ExplainhowkeyeventsledtothecreationoftheUnitedStatesandthestateofNewJersey.
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● 6.1.4.D.10DescribehowNativeAmericangroups,includingtheLenniLenape,haveinfluencedNewJersey.● 6.1.4.D.11Determinehowlocalandstatecommunitieshavechangedovertime,andthereasonsforthischange.● 6.1.4.D.12Explainhowhistoricalcharacterscontributedtothenation.● 6.1.4.D.13Describehowcultureisexpressedthroughandinfluencedbypeople’sbehavior.● 6.1.4.D.14TracehowAmericanidentityevolvedovertime.● 6.1.4.D.17ExplainhowhistoricalsymbolsaffecttheAmericanidentity.● 6.1.4.D.17Explaintheroleofhistoricalmonuments.● 6.1.4.D.18Explainhowbeliefs,values,andtraditionsmayreflectmorethatoneculture.● 6.1.4.D.19Explainhowexperiencesandeventsmaybeinterpreteddifferentlybypeoplewithdifferentculturalorindividualperspectives.● 6.1.4.D.20Describewhyitisimportanttounderstandtheperspectivesofothercultures.● 6.3.4.A.2Learnaboutordiscusslocalissues.● 6.3.4.A.3Informothersaboutanissue.● 6.3.4.A.4Communicatewithotherstudents.● 6.3.4.C.1Developagroupinitiative.
*CitizenshipStandards*:(Chapter721CLesson:CollaborationandCreativitySkills-GenerateNewIdeas-pages198-199)
● 6.3.4.A.2Examinetheimpactofalocalissuebyconsideringtheperspectivesofdifferentgroups,includingcommunitymembersandlocalofficials● 6.3.4.A.3Selectalocalissueanddevelopagroupactionplantoinformschooland/orcommunitymembersabouttheissue.● 6.3.4.C.1Developandimplementagroupinitiativethataddressesaneconomicissueimpactingchildren
*AdditionalELACompanionandInterdisciplinaryStandards:
● RI.4.1Refertodetailsandexamplesinatextwhenexplainingwhatthetextsaysexplicitlyandwhendrawinginferencesfromthetext.● RI.4.2Determinethemainideaofatextandexplainhowitissupportedbykeydetails;summarizethetext.● RI.4.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific
informationinthetext.● NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective
selection,organization,andanalysisofcontent.● NJSLSA.W3.Writenarratives todeveloprealor imaginedexperiencesoreventsusingeffective technique,well-chosendetails,andwell-structuredevent
sequences.● NJSLSA.W4.Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.
Science:
● 4-ESS2-2.AnalyzeandinterpretdatafrommapstodescribepatternsofEarth’sfeatures.Math:
● 4.MD.BRepresentandinterpretdata
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StudentLearningObjectives
Chapter6Lesson1:WorldWarIandthe1920’spages156-161
● ExplainhowtheAmericanidentityhaschangedovertime.● Analyzehowdifferentculturesmayvieweventsdifferentlybasedontheirculturalperspective.● Describewhyitisimportanttounderstandtheperspectivesofothercultures.
Chapter6Lesson2:TheGreatDepressionandWorldWarIIpages162-169
● Usemapstoshowhowspatialrelationshipscontributedtoculturaldiffusion.● Explainhowleadersandorganizationshavehelpedprovideforothersinneed.
Chapter621stCenturySkill:ChartandGraphSkillspages170-171
● Organizedifferentlaws,customs,andlanguagesonacharttoshowhownationsaredifferent.
Chapter6Lesson3:The1950sand1960spages172-177-BiasLesson*
● Comparedifferentrightsfordifferentcitizens.● Explainchallengesthatdifferentculturalgroupsfacedduringthistimeperiod.● DescribehowDr.MartinLutherKingJr.inspiredfuturegenerationsofleaders.● Analyzehowglobalorganizationscanpromoterightsandprovideaidtoothers.● Readabouthowscientificachievementhelpedournation.
Chapter7Lesson1:AModernEconomypages186-191
● Comparemapsandexplainhowdifferentregionsplayapartinoureconomy.● Explainhowresourcesaffectpeoplelivingindifferentlocations.● SummarizeNJregionsbasedontheireconomy.● Analyzetheimportanceofsettinglong-termfinancialgoals.● Explainwhataproducerandwhataconsumerareandthedifferencesbetweenthem.● Describepricesofproductsbasedonthesupplyanddemandofthegoods.
Chapter7Lesson2:DemocracyandCitizenshippages192-197
● ExplainhowrightsareguaranteedbasedonUSdemocracy.● ComparedifferentlawsandshowhowlawshaveacommongoodinAmerica.● AnalyzedifferentcivicresponsibilitiesforUnitedStatescitizens.● DescribedifferentkeyeventsthathelpedNJtobecomeastate.● DescribedifferentkeyeventsthathelpedAmericabecomeanation.
Chapter721stCenturySkill:CollaborationandCreativitySkillspages198-199
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21stCenturyStandards(CareerReadyPractices&PersonalFinanceStandards)
CRP2.Applyappropriateacademicandtechnicalskills.
CRP4.Communicateclearlyandeffectivelyandwithreason.
CRP5.Considertheenvironmental,socialandeconomicimpactsofdecisions.
CRP8.Utilizecriticalthinkingtomakesenseofproblemsandpersevereinsolvingthem.
CRP9.Modelintegrity,ethicalleadershipandeffectivemanagement
CRP12.Workproductivelyinteamswhileusingculturalglobalcompetence
PersonalFinanceStandards
9.1.4.C.1Explainwhypeopleborrowmoneyandtherelationshipbetweencreditanddebit.&9.1.4.B.3Explainwhatabudgetisandwhyitisimportant
● Writeaboutdifferentcurrentissues.● Workwithgroupstoexplaindifferentissues.● Explainhowyoucanworkwithagrouptomakeinitiatives.
Chapter7Lesson3:GovernmentinNewJerseyandtheNationpages200-205
● Determinehowyoucandogoodinyourcommunitytohelpyournation.● ExplainimportantpartsoftheUnitedStatesConstitution.● Explainhownationalandstategovernmentssharepower.● Comparedifferentgovernmentalfunctions,anddiscussademocracy.● Analyzehowgovernmentshavechangedovertimeandwhytheyarenotthesameastheyoncewere.
Chapter7Lesson4:NewJerseyansTodaypages206-211
● ExplainhowdifferentNativeAmericangroupshaveinfluencedNJ,specificallytheLenape.● Compareandcontrastwhycommunitiesarechangingovertime.● Analyzedifferenthistoricalfiguresandexplainwhytheyhelpedshapethenation.● Researchdifferenthistoricalmonuments.● Explainhowbeliefs,values,andtraditionsmayreflectmorethanoneculture.
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TechnologyStandards
8.1.5.A.1Selectandusetheappropriatedigitaltoolsandresourcestoaccomplishavarietyoftasksincludingsolvingproblems.
8.1.5.A.2Formatadocumentusingawordprocessingapplicationtoenhancetextandincludegraphics,symbolsand/orpictures.
8.1.5.A.2Useagraphicorganizertoorganizeinformationaboutaproblemorissue.
8.1.5.B.1Applyexistingknowledgetogeneratenewideas,products,orprocesses.
8.1.5.C.1Engageinonlinediscussionswithlearnersofotherculturestoinvestigateaworldwideissuefrommultipleperspectivesandsources,evaluatefindingandpresentpossiblesolutions,usingdigitaltoolsandonlineresourcesforallsteps.
8.2.5.C.4Theapplicationofengineeringdesign
8.2.5.C.1Applythedesignprocess.
UnitSequence
ConceptsCoveredinUnit Formative&SummativeAssessments
Chapter6-ChallengesandOpportunities
BigQuestion:Howdopeoplerespondtogoodtimesandbad?
AfterreadinganddiscussingthechangingtimesinNewJerseystudentswill:
● Explainhowpeoplegotowartodefendothersandtheirhomeland.● Describehowpeoplecancometotheneedofothersandfightagainst
oppression.● Recognizethatthe1950sand1960sweretimesofincreasingstruggles
forwomenandminorities.● AnalyzetheNewDealandseehowithasaffectedAmerican
government.
Chapter7-NewJerseyToday
BigQuestion:Whatshouldbethegoalsandresponsibilitiesofgovernment?
AfterreadinganddiscussingthechangingtimesinNewJerseystudentswill:
● Explainthatcitizenshaverightsbuttheyalsohavelawsandresponsibilities.
● DescribeNewJersey’sgovernmentandeconomyandexplainhowtheyimpactthewaywelive.
● Recognizethatlocal,state,andnationalgovernmentsworktogetherina
Studentswhounderstandtheconceptscanshowmasteryofcontentthroughthefollowingassessments:
FormativeAssessments:
● GotIt?attheendofeachlessoninthechapter
● Chapterformativeassessments(ReviewandAssessments)arelocated
attheendofeachchapter
○ Chapter6-pages178-181
○ Chapter7-pages212-215
● Classroomdiscussions
● OpenEndedQuestions
● TurnandTalk
● CooperativeLearningGroups
● Rubrics
● myWorldactivities
● myStorybook
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federalsystemtoimprovecitizens’lives.● Analyzethediversityofthestatehowpeopleareimpactedbyits
diversity.
● Teacherobservation
SummativeAssessments:
● Onlineorpaperandpencil-www.myWorldSocialStudies.com
● Chapter6and7Tests
AlternativeAssessments:
● CitizenshipEducation:Createabilltoimprovethecommunity,after
researchingabillthataffectsourcountry.
● Writingassignment:Supposeanewlawispassedthatgivesmore
moneytoyourschool.Writeaplanforthebestwaytousethemoney.
● 21stCenturySkills-pages170-171
WhatItLooksLikeintheClassroom
Chapter6-ATimeofChangeinNewJersey
Chapter6Introstudentworkbookpages152-155(Day1)-PaulRobesonScholar,Athlete,andStar
● Bigquestion-Howdopeoplerespondtogoodtimesandbad?-connecttopriorknowledge● MyStoryVideo-introducesvocabularyandkeyconcepts● MyStorySpark
Lesson1:WorldWarIandthe1920s-Studentworkbookpages156-161(Day2)
● EnvisionIt!● Introducevocabulary-nationalism,alliance,neutral,trench,armistice,boom,discrimination● Activereadingofthelesson-pages156-161● Answerquestionsthroughoutthelesson(map,chart,andwrite)● GotIt?-Questionsattheendofthelesson(page161)
Lesson2:TheGreatDepressionandWorldWarII-Studentworkbookpages162-169(Day3and4)*BiasLesson
● EnvisionIt!● Introducevocabulary-stock,depression,drought,dictator,internmentcamp● Activereadingofthelesson-pages162-169● Answerquestionsthroughoutthelesson(chart,causeandeffect,write)● GotIt?Questionsattheendoflesson(page169)
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21C-ChartandGraphingSkills-Studentworkbookpages170-171(Day5)
● Activereadingoflesson(pages170-171)● Completechartonpage170● TryIt!Answerquestionspage171#1-3
Lesson3:The1950sand1960s-Studentworkbookpages172-177(Day6)*BiasLesson
● EnvisionIt!● Introducevocabulary-superpower,communism,veteran,satellite,suburb,segregation,civilrights● Activereadingofthelesson-pages172-177● Answerquestionsthroughoutthelesson(circle,write,fillincompareandcontrast)● Summarizeactivity(page176)● GotIt?Questionsattheendoflesson(page177)
ReviewandAssessment-Chapter6-Studentworkbookpages178-181(Day7and8)
● MyStoryBookpage181(Optionalactivity)
Chapter7-NewJerseyToday
Chapter7Introstudentworkbookpages182-185(Day9)-NewJerseyToday,TheStateHouse
● Bigquestion-Whatshouldbethegoalsandresponsibilitiesofgovernment?-connecttopriorknowledge● MyStoryVideo-introducesvocabularyandkeyconcepts● MyStorySpark
VirtualFieldTrip:NewJerseyHistoryKids;containsvirtualfieldtripoftheTheStateHouseinTrenton(Day10)
● Completequestionsheet,byclickingon#6
Lesson1:AModernEconomy-Studentworkbookpages186-191(Day11)
● EnvisionIt!● Introducevocabulary-consumer,opportunitycost,supply,producer,demand,scarcity,freemarket,capitalism● Activereadingofthelesson-pages186-191● Answerquestionsthroughoutthelesson(map,underline,andcircle)● Summarizeactivity(page189)● GotIt?-Questionsattheendofthelesson(page191)
Lesson2:DemocracyandCitizenship-Studentworkbookpages192-197(Day12)
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● EnvisionIt!● Introducevocabulary-democraticrepublic,ruleoflaw● Activereadingofthelesson-pages192-197● Answerquestionsthroughoutthelesson(compareandcontrast,underlineandcircle,writeanswers)● GotIt?Questionsattheendoflesson(page197)
21C-CollaborationandCreativitySkills-Studentworkbookpages198-199(Day13)
● Activereadingoflesson(pages198-199)● TryIt!Answerquestionspage199#1-4
Lesson3:GovernmentinNewJerseyandtheNation-Studentworkbookpages200-205(Day14)
● EnvisionIt!● Introducevocabulary-federalsystem,municipality,executivebranch,legislativebranch,judicialbranch● Activereadingofthelesson-pages200-205● Answerquestionsthroughoutthelesson(Chart,graph,andlabel)● Summarizeactivity(page204)● GotIt?Questionsattheendoflesson(page205)
VirtualFieldTrip:HangoutNewJersey/NJGovernmentwebsiteforchildren:HowaBillBecomesALaw/PlaytheBillGame(Day15,16,and17)
● CitizenshipEducation:Createabilltoimprovethecommunity,afterresearchingabillthataffectsourcountry.
● Writingassignment:Supposeanewlawispassedthatgivesmoremoneytoyourschool.Writeaplanforthebestwaytousethemoney.
Lesson4:NewJerseyansToday-Studentworkbookpages206-211(Day18)
● EnvisionIt!● Introducevocabulary-populationdensity,diversity,terrorist● Activereadingofthelesson-pages206-211● Answerquestionsthroughoutthelesson(Write,circle,classify)● GotIt?Questionsattheendoflesson(page211)
ReviewandAssessment-Chapter7-Studentworkbookpages212-215(Day19and20)
● MyStoryBookpage215(Optionalactivity)
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UnitResources
Texts:
PearsonMyWorldSocialStudiesTeacher’sGuide(pages116-160)
StudentWorktext(pages152-215)
Websites:
● www.myWorldSocialStudies.com(MyStoryVideos) ● www.state.nj.us/state/historykids/NJHistoryKids.htm(Tourofstatehouse) ● www.state.nj.us/hangout-nj/government.html● www.njamistadcurriculum.net● https://nj.gov/education/holocaust/curriculum
Modifications
AtRiskStudents:● Benchmarktesting ● Pairvisualpromptswithverbalpresentations ● Askstudentstorestateinformation,directions,andassignments. ● Repetitionandpractice ● Modelskills/techniquestobemastered ● Extendedtimetocompleteclasswork ● Provideclassnotes ● Preferentialseatingtobemutuallydeterminedbythestudentandteacher ● Studentmayrequesttouseacomputertocompleteassignments. ● Establishexpectationsforcorrectspellingonassignments. ● Assignapeerhelperintheclasssetting ● Provideoralremindersandcheckstudentworkduringindependentworktime ● Assiststudentswithlongandshorttermplanningofassignments● Encouragestudentstoproofreadassignmentsandtests● Provideregularparent/schoolcommunication
StudentswithDisabilities/504: ● Pairvisualpromptswithverbalpresentations
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● Askstudentstorestateinformation,directions,andassignments.● Repetitionandpractice● Modelskills/techniquestobemastered ● Extendedtimetocompleteclasswork ● Provideclassnotes ● Preferentialseatingtobemutuallydeterminedbythestudentandteacher ● Studentmayrequesttouseacomputertocompleteassignments. ● Establishexpectationsforcorrectspellingonassignments. ● Assignapeerhelperintheclasssetting● Provideoralremindersandcheckstudentworkduringindependentworktime ● Assiststudentswithlongandshorttermplanningofassignments ● Encouragestudentstoproofreadassignmentsandtests ● Provideregularparent/schoolcommunication
ELLStudents:
ModificationsforClassroom
InstructionalSupports:
● hands-onmaterials● bilingualdictionaries● visualaids● teachermadeadaptations,outlines,studyguides● CanDoDescriptors
Preparingstudentsforthelesson:
1.BuildingBackgroundInformationthroughbrainstorming,semanticwebbing,useofvisualaidsandothercomprehensionstrategies.
2.SimplifyingLanguageforPresentationbyusingspeechthatisappropriatetostudents’languageproficiencylevel.Avoidjargonandidiomaticspeech.
3.DevelopingContentAreaVocabularythroughtheuseofwordwallsandlabelingclassroomobjects.Studentsencounternewacademicvocabularyinsocialstudies,particularlywhenstudyingthedisciplinesofhistory,civics,economics,andgeography.
4.ConceptDevelopment-Studentswillbelearningaboutrightsandduties,voting,publicissues,revolutions,theenvironment,andmanynewconcepts.Enduringunderstandingrequiresthoroughandcontextualizedstudyofthesesubjectsacrossgradesandcoursesinsocialstudies.
5.GivingDirections-StatedclearlyanddistinctlyanddeliveredinbothwrittenandoralformstoensurethatLEPstudentsunderstandthetask.Inaddition,studentsshouldbeprovidedwith/orhaveaccesstodirectionalwordssuchas:circle,write,draw,cut,underline,etc.
PresentingtheLesson:
● Usemultiplestrategiesandvariedinstructionaltoolstoincreasetheopportunitiesforstudentstodevelopmeaningfulconnectionsbetweencontentandthelanguageusedininstruction.
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● Providestudentswithopportunitiestoexpressnewknowledgeandlearningusingwritten,verbal,andnon-verbalcommunication.● ProvidestudentswithopportunitiestoparticipateinnumeroussocialstudiesdiscussionstoincreaseELLscompetencyandconfidenceinverbaldiscourse;
frameclassroomconversationsonsubjectsofinterestandculturalrelevance.
Modificationsforassignments/homework
● Modifiedassignments● Nativelanguagetranslation(peer,onlineassistivetechnology,translationdevice,bilingualdictionary)● Extendedtimeforassignmentcompletionasneeded● Highlightkeyvocabulary● Usegraphicorganizers
Gifted&Talented/Enrichment:ExtensionActivities
● Conductresearchandprovidepresentationofculturaltopics.● Designsurveystogenerateandanalyzedatatobeusedindiscussion.● Debatetopicsofinterest/culturalimportance.● Authenticlisteningandreadingsourcesthatprovidesdataandsupportforspeakingandwritingprompts.● Useofhigherlevelquestioningtechniques● Provideassessmentsatahigherlevelofthinking
● LeLearningAgendas/Contracts
Alearningcontractisanagreementestablishedbetweenastudentandtheteacher;itsometimesinvolvesthestudent’sparents.Thecontractspecifiesconcretelearningand/orbehavioralobjectivesforthestudentthatallpartiesagreeneedtobeachieved.Thecontractalsospecifies:
● thegoalsofthecontract ● theobligationsofeachpartytothecontract ● thetimeframewithinwhichthetermsofthelearningcontractaretobefulfilled
Flexiblegrouping
● Flexiblegroupingisarangeofgroupingstudentstogetherfordeliveringinstruction.Thiscanbeasawholeclass,asmallgroup,orwithapartner.Flexiblegroupingcreatestemporarygroupsthatcanlastanhour,aweek,orevenamonth.
JigsawActivities
● Jigsawisastrategythatemphasizescooperativelearningbyprovidingstudentsanopportunitytoactivelyhelpeachotherbuildcomprehension.Usethis
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techniquetoassignstudentstoreadinggroupscomposedofvaryingskilllevels.Eachgroupmemberisresponsibleforbecomingan"expert"ononesectionoftheassignedmaterialandthen"teaching"ittotheothermembersoftheteam.
GraphicOrganizers
AdvancedDiscussionTechniques
QuestioningStrategies