social studies curriculum g - fusionschools.com revised first grade social...summative assessment...

SOCIALSTUDIESCURRICULUMGUIDE

GRADELEVEL: FIRSTGRADE PREPAREDBY: TRACYCASSON

KRISTINAKLARER

REVISEDAUGUST2018

ALIGNEDTOTHENEWJERSEYSTUDENTLEARNINGSTANDARDS

B.O.E.ADOPTEDAUGUST23,2018

[BORNDATE:AUGUST20,2015]

2

KidsDiscover:FamiliesLivingandWorkingTogether

PacingGuide

(Two30minutelessonseachweek)InstructionalDay Unit1:RulesandLaws(September)

1 Lesson1SchoolRules

Lesson2SolvingProblems

2 Lesson3RulesandLawsinaCommunity

Lesson4LeadersLeading

3 Lesson6Vote!

4 Lesson5TheGoldenRule

Lesson7RespectandRights

Lesson8WorkingandPlayingTogether

5 Lesson9Activity–FormativeAssessment

6 Unit1SummativeAssessment

Unit2:NeighborhoodHelpers(October)

7 Lesson1LivinginaCommunity

8 Lesson2VotesandTaxes

Lesson3GovernmentServices

9 Lesson4ANicePlacetoLive

Lesson5HelpingHands

Lesson6CommunitiesSolveProblems

10 Lesson7RightsandResponsibilities

Lesson8PeopleHelpingPeople



3

Unit3:MapsandGlobes(EndOctober/November)

13 Lesson1Myhouse,MyNeighbors

Lesson2MyNeighborhood

14 Lesson3WhereThingsAre

Lesson4KeystotheMap

Lesson5LandandWater

15 Lesson6North,South,East,West

16 Lesson7WorldMap

Lesson8AModelofEarth



Unit4:WhereWeLive(December)

19 Lesson1NearMe

20 Lesson2TheShapesofLand

Lesson3LivingNearWater

21 Lesson4Resources

Lesson5Air

Lesson6ReduceReuseRecycle

22 Lesson7OurBigCountry

Lesson8OurBigWorld



4

Unit5:U.S.Symbols(January)

25 Lesson1IPledgeAllegiance

26 Lesson2AmericanSymbols

Lesson3AmericanSongs

27 Lesson4LandmarksandMonuments

Lesson5TheStatueofLiberty

28 Lesson6OurCountryBegins

Lesson7FreedomandLiberty

29 Lesson8Patriots



Unit6:Holidays(EndofJanuary-February)

32 Lesson1NationalHolidays

Lesson2Presidents’Day

33 Lesson3MartinLutherKingJr.DayandCesarChavezDay

34 Lesson4MemorialDayandVeteran’sDay

Lesson5AYearofDays

35 Lesson6ThanksgivingandIndependenceDay

Lesson7HolidaysThroughTime

36 Lesson8FlagDayandConstitutionDay



5

Unit7:YesterdayandToday(March)

39 Lesson1SchoolsPastandPresent

Lesson2CommunitiesPastandPresent

Lesson3JobsPastandPresent

40 Lesson4TransportationThenandNow

Lesson5TheFirstFlight

41 Lesson6PeoplePastandPresent

42 Lesson7LearningAboutthePast

43 Lesson8YourLife


45 Unit7–SummativeAssessment

Unit8:TheAmericanPeople(April-May)

46 Lesson1America’sFirstPeople

47 Lesson2ComingtoAmerica

Lesson3PeopleNearandFar

48 Lesson4LivingCulture

Lesson5Anansi,TheSpiderman

49 Lesson6SharingCulture

50 Lesson7OutofMany,One

Lesson8AmericanFamilies


52 Unit8–SummativeAssessment

6

Unit9–GoodsandServices(June)

53 Lesson1Money

Lesson2WhattoBuy

54 Lesson3SpendingDecisions

55 Lesson4WhereDoesMoneyComeFrom?

Lesson5SellingPhotographs

Lesson6T-Shirts

56 Lesson7ABusinessofTheirOwn

57 Lesson8Connections



7

KidsDiscover:FamiliesLivingandWorkingTogether

Unit1Summary:RulesandLaws Inthisunitofstudy,studentswilldiscoverthesimilaritiesbetweenrulesandlaws,therightsandresponsibilitiesofacommunity’scitizens,andtheroleofgovernment.*Note:HighlightedactivitiesindicateHolocaustAwarenessCommissionandAmistadCommissionrelatedactivitiesThisunitisbasedonthefollowingNJSLSforSocialStudies:

● 6.1.4.A.1-Explainhowrulesandlawscreatedbycommunity,state,andnationalgovernmentsprotecttherightsofpeople,helpresolveconflicts,andpromotethecommongood.

● 6.1.4.A.2-ExplainhowfundamentalrightsguaranteedbytheUnitedStatesConstitutionandtheBillofRights(i.e.,freedomofexpression,freedomofreligion,therighttovote,andtherighttodueprocess)contributetothecontinuationandimprovementofAmericandemocracy.

● 6.1.4.A.3-Determinehow“fairness,”“equality,”andthe“commongood”haveinfluencednewlawsandpoliciesovertimeatthelocalandnationallevelsofUnitedStatesgovernment.

● 6.1.4.A.4-ExplainhowtheUnitedStatesgovernmentisorganizedandhowtheUnitedStatesConstitutiondefinesandchecksthepowerofgovernment.

● 6.1.4.A.11-Explainhowthefundamentalrightsoftheindividualandthecommongoodofthecountrydependuponallcitizensexercisingtheircivicresponsibilitiesatthecommunity,state,national,andgloballevels.

● 6.3.4.D.1Identifyactionsthatareunfairordiscriminatory,suchasbullying,andproposesolutionstoaddresssuchactions.

*AdditionalELACompanionandInterdisciplinaryNJSLS:

● RI1.3-Describetheconnectionbetweentwoindividuals,events,ideas,orpiecesofinformationinatext

● RI1.1-Askandanswerquestionsaboutkeydetailsinatext.

● SL1.4-Describepeople,places,things,andeventswithrelevantdetails,expressingideasandfeelingsclearly.

● RI1.7-Usetheillustrationsanddetailsinatexttodescribeitskeyideas.

● SL1.1-Participateincollaborativeconversationswithdiversepartnersaboutgrade1topicsandtextswithpeersandadultsinsmallandlargergroups.

8

Unit121stCenturyStandards(CareerReadyPractices&PersonalFinanceStandards)

● CRP1-Actasaresponsibleandcontributingcitizenandemployee.● CRP9-Modelintegrity,ethicalleadershipandeffectivemanagement.● CRP12-Workproductivelyinteamswhileusingculturalglobalcompetence.● 9.2.4.A.2-Identifyvariousliferolesandcivicandwork-relatedactivitiesinthe

school,home,andcommunity.

Unit1TechnologyStandards

● 8.2.2.E.1Listanddemonstratethestepstoaneverydaytask.

Unit1StudentLearningObjectives Lesson1SchoolRules:TLWdefinerulesandresponsibility.TLWexplainwhyrulesareneededatschool.TLWinterpretinformation

presentedvisually.

Lesson2SolvingProblems:TLWstatetherelationshipbetweenproblemsandsolutions.TLWdescribehowtosolveaproblem.

Lesson3RulesandLawsinaCommunity:TLWgiveexamplesofcommunitylaws.TLWexplaintheresponsibilitiesofcitizens.

Lesson4LeadersLeading:TLWunderstandwhatleadersdo.TLWnamethemainleadersincityandstategovernments.TLWcreate

aclasslistonleadershipqualitieswhilereadingcloselyaboutleaders.

Lesson5-TheGoldenRule:TLWdefinetheGoldenRule.

Lesson6-Vote:TLWexplainhowvotinghelpsusdecidethings.

Lesson7-RespectandRights:TLWunderstandtheimportanceoftreatingotherswithrespect.TLWgiveexamplesofrightsweenjoy.

Lesson8-WorkandPlayTogether:TLWdefinesportsmanship.TLWidentifyrulesthathelppeopleworkandplaytogether.

9

Unit1Sequence

Activities/Concepts Assessments

Lesson1:SchoolRules-pgs2-3(Teacher’sManualp.10-11)

Lesson2:SolvingProblems-pgs4-5(Teacher’sManualp.12-13)

Lesson3:RulesandLawsinaCommunity-pgs6-7(Teacher’sManualp.14-

15)

Lesson4:LeadersLeading-pgs8-9(Teacher’sManualp.16-17)

Lesson5:TheGoldenRule-pgs10-11(Teacher’sManualp.18-19)

Lesson6:Vote!pgs12-13(Teacher’sManualp.20-21)

Lesson7:RespectandRights-pgs14-15(Teacher’sManualp.22-23)

Lesson8:WorkandPlayTogether-pgs16-17(Teacher’sManualp.24-25)

FormativeActivity

Teacher’sManual-Vol.1p.26-ApplytheGoldenRuletoyourownlife

SummativeAssessment

Teacher’sManual-Vol.1p.28MultipleChoice-#’s1-2OpenEndedResponse-#’s5-6

AlternativeAssessment

Teacher’sManual–Vol.1p.26Provideanexampleofacommunitylawbydrawingapicturethatshowsyoufollowingthelaw.

BeginningoftheYearPreAssessment

Unit1Resources

GoldenRuleSong-https://youtube.com/watch?v=BnhMZpE_rfo

GoldenRuleMusicVideo-https://youtube.com/watch?v=jio0NrIpEkc

GoldenRuleinManyCultures-https://youtube.com/watch?v=d56rsXJ86Yw

Book:HaveyouFilledaBucketTodaybyCarolMcCloud-https://youtube.com/watch?v=qVXED9ZVQ3A

FillaBucketSong

10

Unit1Modifications

AtRiskStudents:

Tohelpchildrenkeeptrackofvocabularywords,havethem

locateandmarkthewordsinthetextwithstickynotesasyou

completevocabularyactivities.● Aschildrenread,whentheygettooneoftheirstickynotes,

theyshouldpauseandlookinthesamesentenceforthemeaningoftheword.

ELLStudents:

BuildcontextandvocabularyforchildrenbypreviewingRules

andLawswiththeclass.● UsingthevocabularylistandtheZoomInonWordsand

Phraseslist,previewwordsandphraseswithchildrenbeforereading.

● Havechildrenusewordsandphrasestodescribewhattheyseeinillustrationsandphotographsinordertopreviewcontent.

StudentswithDisabilities/504:

Tohelpchildrencompleteactivitiesinvolvingvoting,

consideralternatewaysforchildrentomarktheirvotes.● Forchildrenwithvisuallimitations,thinkoftactilemethods

ofcollectingballots,suchashavingchildrenputmarblesindifferentcontainerstocasttheirvotes.Theycanthenfeelandcounttheballotstodeterminethevote.

● Forchildrenwithmobilitylimitations,conductavocalrollcallvote,placingtalliesontheboardaschildrenannouncetheirchoices.

Gifted&Talented/Enrichment:

Encouragechildrentoapplytheirunderstandingofcauseandeffectwhendiscussinglawsfollowedbypeopleinyourcommunity.

● Givechildrenalistofrulesandlawsthatpeopleinyourcommunityfollow;forexample,puttinggarbagecansonthecurboncertaindays,orputtingmoneyinameterwhenparkinginbusyareas.

● Childrencandiscussthelawswithpartners,thinkingoftheeffectsonthecommunityifpeopledonotfollowthelaws.

11

Unit 2 Summary

Inthisunitofstudy,childrenwillexplorehowcommunityleadersarechosenandhowtaxespayforgovernmentservices,alongwiththeimportanceofworkingtogethertomakeneighborhoodsniceplacestolive.*Note:HighlightedactivitiesindicateHolocaustAwarenessCommissionandAmistadCommissionrelatedactivities.

ThisunitisbasedonthefollowingNJSLSforSocialStudies:

● 6.1.4.A.1-Explainhowrulesandlawscreatedbycommunity,state,andnationalgovernmentsprotecttherightsofpeople,

helpresolveconflicts,andpromotethecommongood.

● 6.1.4.A.2-ExplainhowfundamentalrightsguaranteedbytheUnitedStatesConstitutionandtheBillofRights(i.e.,freedom

of expression, freedom of religion, the right to vote, and the right to due process) contribute to the continuation and

improvementofAmericandemocracy.

● 6.1.4.A.11 -Explain how the fundamental rights of the individual and the common good of the country depend upon all

citizensexercisingtheircivicresponsibilitiesatthecommunity,state,national,andgloballevels.

● 6.1.4.C.1Applyopportunitycost(i.e.,choicesandtradeoffs)toevaluate individuals’decisions, includingonesmadeintheir

communities.

● 6.1.4.C.6Describetheroleandrelationshipamonghouseholds,businesses,laborers,andgovernmentswithintheeconomic

system.

● 6.1.4.C.5Explaintheroleofspecializationintheproductionandexchangeofgoodsandservices.

● 6.3.4.A.2 Examine the impact of a local issue by considering the perspectives of different groups, including community

membersandlocalofficials.

● 6.1.4.A.12Explaintheprocessofcreatingchangeatthelocal,state,ornationallevel.

● 6.1.4.A.15Explainhowandwhyitisimportantthatpeoplefromdiverseculturescollaboratetofindsolutionstocommunity,

state,national,andglobalchallenges.

12


● RI.1.6-Distinguishbetweeninformationprovidedbypicturesorotherillustrationsandinformationprovidedbythewordsina

text.

● RI.1.2-Identifythemaintopicandretellkeydetailsofatext.



● SL1.2-Ask and answer questions about key details in a text read aloud or information presented orally or through other

media.

● SL1.6-Producecompletesentenceswhenappropriatetotaskandsituation.


● CRP1-Actasaresponsibleandcontributingcitizenandemployee.

● 9.1.4.F.1-Demonstrateanunderstandingofindividualfinancialobligationsandcommunityfinancialobligations.

● 9.1.4.F.2-Explaintherolesofphilanthropy,volunteerservice,andcharitablecontributions,andanalyzetheir

impactoncommunitydevelopmentandqualityofliving.

● 9.2.4.A.2-Identifyvariousliferolesandcivicandwork-relatedactivitiesintheschool,home,andcommunity.


• 8.2.2.B.4-Identifyhowthewayspeopleliveandworkhaschangedbecauseoftechnology.

13

Unit 2 Student Learning Objectives

Lesson1-LivinginaCommunity:TLWidentifythetitlesofcommunityleaders.TLWrecalljobsthegovernmentisresponsiblefor.

Lesson2-VotesandTaxes:TLWunderstandthepurposesoftaxes.TLWexplainhowpeoplegetchosentobecommunityleaders.

Lesson3-GovernmentServices:TLWnameexamplesofgovernmentservices.TLWanalyzephotosofgovernmentworkers.

Lesson4-ANicePlacetoLive:TLWposeaquestionaboutcommunitybusinesses.TLWdescribewayscommunitiescometogether.

Lesson5-HelpingHands:TLWexplainwhycitizenscometogetherduringacommunitycrisis.

Lesson6-CommunitiesSolveProblems:TLWstatetheconnectionsbetweenproblemsandsolutions.TLWgiveexamplesof

problemsandsolutionsincommunities.

Lesson7-RightsandResponsibilities:TLWstatetheimportanceofrightsandresponsibilities.

Lesson8-PeopleHelpingPeople:TLWexplainwhatvolunteersdo.TLWgiveexamplesofwayspeoplevolunteer.

Unit2Sequence


Lesson1:LivinginaCommunity-pgs2-3(Teacher’sManualp.38-39)

Lesson2:VotesandTaxes-pgs4-5(Teacher’sManualp.40-41)

Lesson3:GovernmentServicespgs6-7(Teacher’sManualp.42-43)

Lesson4:ANicePlacetoLive-pgs8-9(Teacher’sManualp.44-45)

Lesson5:HelpingHands-pgs10-11(Teacher’sManualp.46-47)

Lesson6:CommunitiesSolveProblems-pgs12-13(TMp.48-49)

Lesson7:RightsandResponsibilities-pgs14-15(Teacher’sManualp.50-51)

FormativeActivity

Teacher’sManual-Vol1p.54Roleplaymakingdecisionsandsolvingproblems

SummativeAssessment

Teacher’sManual-Vol.1p.56MultipleChoice-#’s1-2OpenEndedResponse-#6andCompellingQuestion


Teacher’sManual–Vol.1p.54Usetextandimagestorepresenttheideaof“helping”

14

Lesson8:PeopleHelpingPeople-pgs16-17(Teacher’sManualp.52-53)

Unit2Resources

SchoolhouseRockexplainsTax-https://youtube.com/watch?v=6Q3NPgHZzDo

PurposesofGovernmentforkids-https://youtube.com/watch?v=S2bxkt3Nbpk

Unit2Modifications

AtRiskStudents:

Conductinganechoreadcanhelpstrugglingreadersfollowalongwiththetextandassociatethesoundsandspellingsofthevocabularywords.● Modeldraggingafingerbeneaththewordsasyoureadand

tellchildrentocopythemotionastheyfollowalong.● Readthroughthetext,sentencebysentenceandcaptionby

caption,allowingchildrentoechothetextafteryou.


IdentifyinginformationaltextfeaturescanhelpchildrencomprehendtheinformationpresentedinNeighborhoodHelpers.● Guidechildrentoidentifyandpointtotheheadingofeach

section.Havechildrendiscriminatebetweenphotosandillustrations.Havethemlocateandpointtocaptions.

● Encouragechildrentouseapointertohelpthemidentifyandfocusonspecificsectionsoftextasyoureadeachsectionaloud.

ELLStudents:

BuildcontextandvocabularyforchildrenbypreviewingtheMagazinewiththeclass.● Helpchildrendevelopunderstandingbyhavingthemread

allorpartofthetextwithapartner.● Providesentenceframestohelpchildrenparticipatein

discussions.


Encouragereal-worldconnectionsbyhavingchildrenwritethankyoucardstoneighborhoodhelpers.● Havechildrendecidewhatgroupofcommunityhelpersthey

willwriteto.● Havechildrenwriteanddrawathankyoucardexplaining

whytheyaregladtheyareinyourneighborhood

15

Unit 3 Summary – Maps and Globes Inthisunitofstudy,childrenwilldiscoverhowtousemapsandglobestofindandcomparelocations—intheircommunity,state,country,andaroundtheworld.*Note:HighlightedactivitiesindicateHolocaustAwarenessCommissionandAmistadCommissionrelatedactivities.


● 6.1.4.B.1Compareandcontrastinformationthatcanbefoundondifferenttypesofmapsanddeterminehowtheinformationmaybeuseful.

● 6.1.4.B.4Describehowlandforms,climateandweather,andavailabilityofresourceshaveimpactedwhereandhowpeopleliveandworkindifferentregionsofNewJerseyandtheUnitedStates.

● 6.1.4.A.14Describehowtheworldisdividedintomanynationsthathavetheirowngovernments,languages,customs,andlaws.


● RI1.6-Distinguishbetweeninformationprovidedbypicturesorother illustrationsandinformationprovidedbythewordsina

text.


● RI1.5-Knowandusevarioustextfeatures(e.g.,headings,tablesofcontents,glossaries,electronicmenus,icons)tolocatekey

factsorinformationinatext.

● SL1.1-Participate incollaborativeconversationswithdiversepartnersaboutgrade1topicsandtextswithpeersandadults insmallandlargergroups.

● L1.1.I-Usefrequentlyoccurringprepositions(e.g.,during,beyond,toward).● SL.1.4-Describepeople,places,things,andeventswithrelevantdetails,expressingideasandfeelingsclearly.

16


● CRP2-Applyappropriateacademicandtechnicalskills.

● CRP4-Communicateclearlyandeffectivelyandwithreason.

● CRP12-Workproductivelyinteamswhileusingculturalglobalcompetence



• 8.2.2.B.4-Identifyhowthewayspeopleliveandworkhaschangedbecauseoftechnology.

Unit 3 Student Learning Objectives

Lesson1-MyHouse,MyNeighbors:TLWidentifythepartsofanaddress.TLWlocateanaddressonamap. Lesson2-MyNeighborhood:TLWcompareandcontrastamodelwithamap.TLWidentifyplacesonamapusingdirectionsand

addresses.

Lesson3-WhereThingsAre:TLWlocateNewJerseyandtheUnitedStatesonamap.TLWlocatethePacificOceanandtheAtlantic

Oceanonamap.

Lesson4-KeystotheMap:TLWcreateanduseamaplegend.

Lesson5-LandandWater:TLWidentifylandformsandbodiesofwateronamap.TLWcompareandcontrastlandformsandbodiesof

wateronamap.

Lesson6-North,South,East,West:TLWusecardinaldirectionstofindlocationsonamap.TLWconstructasimplemapwithcardinal

directionsandmapsymbols.

Lesson7-WorldMap:TLWlocatecontinentsandoceansonawordmap.

17

Unit3Sequence


Lesson1:MyHouse,MyNeighborsp.2-3(Teacher’sManualp.66-67)

Lesson2:MyNeighborhoodp.4-5(Teacher’sManualp.68-69)

Lesson3:WhereThingsArep.6-7(Teacher’sManualp.70-71)

Lesson4:KeystotheMapp.8-9(Teacher’sManualp.72-73)

Lesson5:LandandWaterp.10-11(Teacher’sManualp.74-75)

Lesson6:North,South,East,Westp.12-13(Teacher’sManualp.76-77)

Lesson7:WorldMapp.14-15(Teacher’sManualp.78-79)

Lesson8:AModelofEarthp.16-17(Teacher’sManualp.80-81)

FormativeActivity

Teacher’sManual-Vol1p.82Locateandlabelyourstate,theUnitedStates,continentsandoceansonamap.

SummativeAssessment

Teacher’sManual-Vol1p.84MultipleChoice-#’s1,4,5OpeningEndedResponse-Compellingquestion


Teacher’sManual–Vol.1p.82Constructamodelofpartofaneighborhood

Unit3Resources

CardinalDirectionSong-https://youtube.com/watch?v=f2I81_BFb-s

ReadingMaps-BrainpopJr-https://jr.brainpop.com/socialstudies/geography/readingmaps/

ContinentsandOceansforKids-https://youtube.com/watch?v=YrT5jcnu8NA

Readaloud-AstheCrowFliesbyGailHartman-afirstbookofmaps

18

Unit3Modifications

AtRiskStudents:

Assistchildreningraspingspatialconceptsbyusingmultimodalreinforcement.● Usetools,suchasacompassorelectroniccompass

application.● Engagechildreninmakingvisuals;forexample,labelright

andleftmarkersbywritingonstickytapeordisplaydirectionalsignsforstreetsneartheclassroom(e.g.,MainStreetisnorthofourschool).

● Playgamesinwhichchildrenlocateclassroomobjectsorfollowtheleader,usingprepositionsaboutplace(e.g.,onthebookshelf,undertheclock)anddirection(e.g.,twostepstotheright,facetowardnorth)


Usevisualstohelpchildrenunderstandnewconcepts.● Havechildrenpointtophotosandcommentonwhatthey

observeorhavelearned.● Usegesturestodemonstratethemeaningofdirection

wordsandmodelhowtoconnectdetailsinthetexttothoseinthevisuals

ELLStudents:

Buildknowledgeofspatialtermsbyincorporatingdetaileddescriptionsintoclassroomdiscussions.● Includeacademicvocabularywhenmodelingtheuseof

mapsandglobes:Wecanfindthelocationofourstateonthismap.

● Pointtoandrephrasedetailstoreinforceimportantinformationinthetextandvisuals.Forexample:Thetextsaysthat225SunnyStreetisFrankie’saddress.HereisSunnyStreetonthemap.Thenumberofthishouseis225.


EncouragedeeperunderstandingofconceptsbyhavingchildrenmakenewmapsoraddtomapsintheMagazine.● AskchildrentocopyandthenaddtothemaponMagazine

p.5.● Invitechildrentomakeandlabelthemapwithcardinal

directions.Thenhavechildrentellhowtogetfromonelocationonthemaptoanother.

19

Unit 4 Summary – Where We Live Inthisunitofstudy,childrenwillexploretheplaceswelive,fromlocalneighborhoodtoglobalcommunity,andconsiderhowourphysicalenvironmentaffectsthewaywelive.*Note:HighlightedactivitiesindicateHolocaustAwarenessCommissionandAmistadCommissionrelatedactivities. ThisunitisbasedonthefollowingNJSLSforSocialStudies:

• 6.1.4.B.4Describehowlandforms,climateandweather,andavailabilityofresourceshaveimpactedwhereandhowpeopleliveandworkindifferentregionsofNewJerseyandtheUnitedStates.

• 6.1.4.B.7ExplainwhysomelocationsinNewJerseyandtheUnitedStatesaremoresuitedforsettlementthanothers.• 6.1.4.B.6CompareandcontrastcharacteristicsofregionsintheUnitedStatesbasedonculture,economics,andphysical

environmenttounderstandtheconceptofregionalism.• 6.1.4.B.2UsephysicalandpoliticalmapstoexplainhowthelocationandspatialrelationshipofplacesinNewJersey,the

UnitedStates,andotherareas,worldwide,havecontributedtoculturaldiffusionandeconomicinterdependence.• 6.1.4.B.8Comparewayspeoplechoosetouseanddistributenaturalresources.• 6.1.4.B.9Relateadvancesinscienceandtechnologytoenvironmentalconcerns,andtoactionstakentoaddressthem.• 6.3.4.A.1Determinewhatmakesagoodruleorlawandapplythisunderstandingtorulesandlawsinyourschoolor

community(e.g.,bikehelmet,recycling).• 6.1.4.C.2Distinguishbetweenneedsandwantsandexplainhowscarcityandchoiceinfluencedecisionsmadebyindividuals,

communities,andnations.• 6.1.4.C.15DescribehowthedevelopmentofdifferenttransportationsystemsimpactedtheeconomiesofNewJerseyand

theUnitedStates.• 6.1.4.C.9Compareandcontrasthowtheavailabilityofresourcesaffectspeopleacrosstheworlddifferently.


• RI1.1-Askandanswerquestionsaboutkeydetailsinatext.• RI1.7-Usetheillustrationsanddetailsinatexttodescribeitskeyideas. • SL1.1-Participateincollaborativeconversationswithdiversepartnersaboutgrade1topicsandtextswithpeersandadultsin

smallandlargergroups.

• RI1.3-Describetheconnectionbetweentwoindividuals,events,ideas,orpiecesofinformationinatext.

20


● CRP12-Workproductivelyinteamswhileusingculturalglobalcompetence

● CRP8-Utilizecriticalthinkingtomakesenseofproblemsandpersevereinsolvingthem.

● CRP5-Considertheenvironmental,socialandeconomicimpactsofdecisions.



● 8.2.2.B.1-Identifyhowtechnologyimpactsorimproveslife.

● 8.2.2.B.4-Identifyhowthewayspeopleliveandworkhaschangedbecauseoftechnology.

● 8.2.2.B.3-Identifyproductsorsystemsthataredesignedtomeethumanneeds.

Unit4LearningObjectives

Lesson1-NearMe:TLWdescribedifferentkindsofneighborhoods.TLWinterpretinformationonamap.Lesson2-TheShapesofLand:TLWidentifythedifferentlandformslocatedwherepeoplelive.Lesson3-LivingNearWater:TLWidentifyanddescribedifferentbodiesofwaterthatpeoplelivenear.Lesson4-Resources:TLWidentifyresources.TLWexplainhowweuseresources.Lesson5-Air:TLWexplainhowwindturbineshelpususeairasaresource.Lesson6-Reduce,Reuse,Recycle:TLWexplainwhyconservationisimportant.Lesson7-OurBigCountry:TLWidentifywhatallpeopleneedinordertolive.TLWexplainhowtheplacespeopleliveaffecttheirclothing,shelterandtransportation.Lesson8-OurBigWorld:TLWlocateplacesonaglobe.TLWexplainhowpeopleliveindifferentkindsofplacesaroundtheworld.

21

Unit4Sequence


Lesson1:NearMep.2-3(Teacher’sManualp.94-95)

Lesson2:TheShapesofLandp.4-5(Teacher’sManualp.96-97)

Lesson3:LivingNearWaterp.6-7(Teacher’sManualp.98-99)

Lesson4:Resourcesp.8-9(Teacher’sManualp.100-101)

Lesson5:Airp.10-11(Teacher’sManualp.102-103)

Lesson6:Reduce,Reuse,Recyclep.12-13(Teacher’sManualp.104-105)

Lesson7:OurBigCountryp.14-15(Teacher’sManualp.106-107)

Lesson8:OurBigWorldp.16-17(Teacher’sManualp.108-109)

FormativeActivity

Teacher’sManual-Vol.1p.110Identifyresourcesanddescribewaystoconservethembydrawingpictures.

SummativeAssessment

Teacher’sManual-Vol.1p.112MultipleChoice-#’s1and3OpenEndedResponse-#5


Teacher’sManual–Vol.1p.110Explainhowgeographyandclimateaffectthewaywelivebymakingabook.

Unit4Resources

ExplainingNaturalResources-https://youtube.com/watch?v=Qw6uXh9yM54

Reduce,Reuse,Recycle-https://youtube.com/watch?v=OasbYWF4_S8

22

Unit4Modifications

AtRiskStudents:

Encouragechildrentomakepredictionsaboutthereadingbypreviewingeachpagewiththem.● Havechildrenlookatthephotosandsaywhattheysee.● Havechildrenreadthepageheading.Havethemsaywhat

theythinkthetextonthepagewillexplain.


Usegesturestohelpchildrenunderstandnewconcepts.● Havechildrenpointtophotosandsaywhattheyseeand

whattheylearnedaboutit.● Usehandgesturestodemonstratethemeaningofnew

wordsandphrases,forexample,flatland,hugebodiesofwater.Havechildrencopyeachgesturewhilerepeatingthewordsandphrases.

ELLStudents:

Buildvocabularybypreviewingthephotographswithchildren.● Pointtoakeyiteminaphoto,saytheword,andhave

childrenrepeat.● Sayawordandhavechildrenfindtheiteminaphoto.


Encouragedeeperunderstandingofconceptsbyhavingchildrendiscussthetextinpairsorsmallgroups.● Askchildrentothinkoffurtherexamplesofresourcesand

discusshowweusetheseresources.● Askchildrentothinkofmorewaystheycanreduce,reuse,

andrecycle.

23

Unit 5 Summary – U.S. Symbols

Inthisunitofstudy,childrenwilllearnabouttheUnitedStatesflag,ournationalanthem,andothersymbolsthatrepresentourcountry,andthemeaningsbehindthesesymbols.*Note:HighlightedactivitiesindicateHolocaustAwarenessCommissionandAmistadCommissionrelatedactivities.


● 6.1.4.D.17Explaintheroleofhistoricalsymbols,monuments,andholidaysandhowtheyaffecttheAmericanidentity.

● 6.1.4.D.14TracehowtheAmericanidentityevolvedovertime.

● 6.1.4.D.2Summarizereasonswhyvariousgroups,voluntarilyandinvoluntarily,immigratedtoNewJerseyandAmerica,and

describethechallengestheyencountered

● 6.1.4.D.3 Evaluate the impact of voluntary and involuntary immigration onAmerica’s growth as a nation, historically and

today.

● 6.1.4.D.1DeterminetheimpactofEuropeancolonizationonNativeAmericanpopulations,includingtheLenniLenapeofNew

Jersey

● 6.1.4.D.5Relatekeyhistoricaldocuments(i.e.,theMayflowerCompact,theDeclarationofIndependence,theUnitedStates

Constitution,andtheBillofRights)topresentdaygovernmentandcitizenship.

● 6.1.4.D.6Describe thecivic leadershipqualitiesandhistorical contributionsofGeorgeWashington,Thomas Jefferson,and

BenjaminFranklintowardthedevelopmentoftheUnitedStatesgovernment.

● 6.1.4.D.4ExplainhowkeyeventsledtothecreationoftheUnitedStatesandthestateofNewJersey.




● SL1.1-Participateincollaborativeconversationswithdiversepartnersaboutgrade1topicsandtextswithpeersandadultsin

24


● SL1.2-Ask/answerquestionsaboutkeydetailsinatextreadaloudorinformationpresentedorallyorthroughothermedia.


● CRP12-Workproductivelyinteamswhileusingculturalglobalcompetence.

● CRP4-Communicateclearlyandeffectivelyandwithreason.



● 8.1.2.D.1-Developanunderstandingofownershipofprintandnonprintinformation.

Unit 5 Learning Objectives

Lesson1-IPledgeAllegiance:TLWexplainwhypeoplesay,“ThePledgeofAllegiance.”TLWreadadiagramtogaininformation

abouttheU.S.flag. Lesson2-AmericanSymbols:TLWidentifyAmericanSymbols.

Lesson3-AmericanSongs:TLWsingpatrioticsongs.TLWidentifythenationalanthemasasymbolofourcountry.

Lesson4-LandmarksandMonuments:TLWreadadiagramaboutAmericanlandmarks.

Lesson5-TheStatueofLiberty:TLWreadadiagramtogaininformationabouttheStatueofLiberty.

Lesson6-OurCountryBegins:TLWdescribehowsettlersfirstcametothecolonies.TLWdescribethelivesofearlysettlersto

America.

Lesson7-FreedomandLiberty:TLWanswerquestionsaboutimportantU.S.documents.TLWexploreprimaryresources.TLW

summarizeeventsfromourcountry'shistory.

Lesson8-Patriots:TLWidentifypatriotsofAmerica’sIndependence.TLWdescribethecharacteristicsofapatriot.

25

Unit5Sequence


Lesson1:IPledgeAllegiancep.2-3(Teacher’sManualp.150-151)

Lesson2:AmericanSymbolsp.4-5(Teacher’sManualp.152-153)

Lesson3:AmericanSongsp.6-7(Teacher’sManualp.154-155)

Lesson4:LandmarksandMonumentsp.8-9(TMp.156-157)

Lesson5:TheStatueofLibertyp.10-11(Teacher’sManualp.158-159)

Lesson6:OurCountryBeginsp.12-13(Teacher’sManualp.160-161)

Lesson7:FreedomandLibertyp.14-15(Teacher’sManualp.162-163)

Lesson8:Patriotsp.16-17(Teacher’sManualp.164-165)

FormativeActivity

Teacher’sManual-Vol2p.166DemonstrateunderstandingofU.S.symbolsandwhattheyrepresentbymakingaclassbigbook.

SummativeAssessment

Teacher’sManual-Vol2p.168MultipleChoice-#’s1-3OpenEndedResponse-#6andCompellingQuestion


Teacher’sManual–Vol.1p.166DemonstrateunderstandingofU.S.symbolsandwhattheyrepresentbypickingapatrioticsongandperformingit.

Unit5Resources

TheThirteenColoniesSettled-https://jr.brainpop.com/socialstudies/americanhistory/thirteencolonies/

SymbolsoftheUnitedStates-https://youtube.com/watch?v=CJLGw0lkcdE

ReadAloud-ThePilgrims’FirstThanksgivingbyAnneMcGovern

ReadAloud-TheVeryFirstThanksgivingbyRhondaGowlerGreene

26

AmistadCommissionCurriculum-www.njamistadcurriculum.net

Unit5Modifications

AtRiskStudents:

CreatingaWordWallcanhelpstrugglingreadersaccessthemeaningofvocabularyinU.S.Symbols.● CreatelargewordcardsandphotosofAmericansymbols.

Aseachsymbolisexplored,invitechildrentoplacethesymbolandthewordthatexplainswhatitstandsforonthewall.

● Reviewthewallregularly,duringandafterreading.Incorporatethewordsintodiscussionstopromotevocabularyacquisition.


Providingaccesstoalternativerepresentationsofinformation,suchastactileobjects,audiodescriptions,andlargeprinttextscanhelplearnerswithdisabilitiesbetterunderstandinformation.● Makemodificationsforchildrenwhohavedifficulty

processinginformationbyprovidingaudioofthetextorenlargingthetext.

● Providemodelsforchildrentotouchassymbolsarediscussed.

ELLStudents:

Reinforcevocabularyandconnectvisualstoinformationinthetext.● Pointoutthepicturesandnotehowtheyconnecttothe

text.● Usegesturestoreinforcevocabularytermsandkeyideas.

Forinstance,whenthetextsaysthatthebaldeaglestandsforstrength,havechildrenpretendtoflextheirmuscles.Whendiscussingthepledgeandthenationalanthem,encouragechildrentodemonstrateactionsthatshowrespect.


Encouragedeepanalysisandcriticalthinkingbyhavingchildrenworkinpairstoexploresymbolsandideasfromthetext.● Havechildrenparaphrasesectionsofthetext.● Encouragechildrentoresearchasymbolmorethoroughly.

ConnectthesymboltoitsimportancetoAmerica.

27

Unit 6 Summary - Holidays

Inthisunitofstudy,childrenwilllearnaboutnationalholidaysandthepeopleandeventshonoredonthesespecialdays.*Note:HighlightedactivitiesindicateHolocaustAwarenessCommissionandAmistadCommissionrelatedactivities.


6.1.4.D.17Explaintheroleofhistoricalsymbols,monuments,andholidaysandhowtheyaffecttheAmericanidentity.

6.1.4.D.6 Describe the civic leadership qualities and historical contributions of GeorgeWashington, Thomas Jefferson, and Benjamin

FranklintowardthedevelopmentoftheUnitedStatesgovernment.

6.1.4.A.11Explainhowthefundamentalrightsoftheindividualandthecommongoodofthecountrydependuponallcitizensexercising

theircivicresponsibilitiesatthecommunity,state,national,andgloballevels.

6.1.4.A.10DescribehowtheactionsofDr.MartinLutherKing,Jr.,andothercivilrightsleadersservedascatalystsforsocialchangeand

inspiredsocialactivisminsubsequentgenerations.

6.1.4.A.9Compareandcontrastresponsesofindividualsandgroups,pastandpresent,toviolationsoffundamentalrights(e.g.,fairness,

civilrights,humanrights).

6.1.4..D.11Determinehowlocalandstatecommunitieshavechangedovertime,andexplainthereasonsforchanges.

6.1.4.D.14TracehowtheAmericanidentityevolvedovertime.

6.1.4.D.5Relatekeyhistoricaldocuments(i.e.,theMayflowerCompact,theDeclarationofIndependence,theUnitedStatesConstitution,

andtheBillofRights)topresentdaygovernmentandcitizenship.


● L.1.1.I-Usefrequentlyoccurringprepositions(e.g.,during,beyond,toward).● SL.1.2-Askandanswerquestionsaboutkeydetailsinatextreadaloudorinformationpresentedorallyorthroughothermedia.


28

● RI1.3-Describetheconnectionbetweentwoindividuals,events,ideas,orpiecesofinformationinatext.

● SL1.1-Participateincollaborativeconversationswithdiversepartnersaboutgrade1topicsandtextswithpeersandadultsinsmall

andlargergroups.


21stCenturyStandards(CareerReadyPractices&PersonalFinanceStandards)

● CPR12-Workproductivelyinteamswhileusingculturalglobalcompetence.

● CPR4-Communicateclearlyandeffectivelyandwithreason.

● CPR8-Utilizecriticalthinkingtomakesenseofproblemsandpersevereinsolvingthem.

● 9.1.4.F.2-Explaintherolesofphilanthropy,volunteerservice,andcharitablecontributions,andanalyzetheirimpactoncommunity

developmentandqualityofliving.


• 8.1.2.D.1-Developanunderstandingofownershipofprintandnonprintinformation.

Unit6Sequence


Lesson1:NationalHolidaysp.2-3(Teacher’sManualp.178-179)

Lesson2:Presidents’Dayp.4-5(Teacher’sManualp.180-181)

Lesson3:MLKJr.DayandCesarChavezDayp.6-7(TMp.182-183)

Lesson3:MLKJr.DayandCesarChavezDayp.6-7(TMp.182-183)

Lesson4:MemorialDayandVeteran’sDayp.8-9(TMp.184-185)

Lesson5:AYearofDaysp.10-11(Teacher’sManualp.186-187)

FormativeActivity

Teacher’sManual-Vol.2p.194Makeanationalholidaychart

SummativeAssessment

Teacher’sManual-Vol.2p.196MultipleChoice-#’s1-4OpenEndedResponse-#6andCompellingQuestion

29

Lesson6:ThanksgivingandIndependenceDayp.12-13(TMp.188-189)

Lesson7:HolidaysThroughTimep.14-15(Teacher’sManualp.190-191)

Lesson8:FlagDayandConstitutionDayp.16-17(TMp.192-193)


Teacher’sManual–Vol.1p.194Planapatrioticparty

Unit6Resources

MartinLutherKingJr-https://jr.brainpop.com/socialstudies/holidays/martinlutherkingjr/

BiographyofMartinLutherKingJr.forkids-https://youtube.com/watch?v=qllIq284u20

MemorialDay,President’sDayandVeteran’sDay-https://youtube.com/watch?v=9ppEq7Eu_dc

Thanksgiving-https://jr.brainpop.com/socialstudies/holidays/thanksgiving/

ReadAloud-Martin’sBigWordsbyDoreenRappaport

ReadAloud-MyFirstBiography:MartinLutherKingJrbyMarionDaneBaue

HolocaustAwarenessCommission–https://nj.gov/education/holocaust/curriculum

CommissionCurriculum-www.njamistadcurriculum.net

30

Unit6Modifications

AtRiskStudents:

Makeconnectionswithwhatchildrenalreadyknowtohelpthemfocusonkeyideasinthetext.● Invitevolunteerstosharewhattheyknowabouteach

holidaybeforereadingtheinformationonthespread.Guidechildrentoidentifywhentheholidaytakesplaceanddiscusshowitiscelebratedinyourcommunity.

● Encouragechildrentousevisualsoneachspreadtopredictforwhomtheholidayisheldorwhatitcelebrates.


CustomizethescheduletohelpchildrenreadandunderstandtheideasinHolidays.● Divideassignmentsintosegmentsthatcanbeaccomplished

overalongerperiodoftime.● Encouragechildrentostopaftereachsectiontoreflecton

whatitmeans.

ELLStudents:

Reinforcevocabularyandconnectvisualstoinformationinthetext.● Pointoutthepicturesandnotehowtheyconnecttothe

text.● Usegesturestoreinforcevocabularytermsandkeyideas.

Forinstance,whenthetextsaysthattheUnitedStatesofAmericaisagreatbigcountry,havechildrenstandupandspreadtheirarmswide.Similarly,whendiscussingheroes,encouragechildrentoshowyouactionsthatdemonstraterespect.


Encouragedeepanalysisandcriticalthinkingbyhavingchildrenworkinpairstoexploreissuespresentedinthetext.● Havechildrenparaphrasesectionsofthetext.● Encouragechildrentoresearchatopicmorethoroughly.

Connecttheresearchtoaspecificholidayorindividual,ifpossible.

31

Unit 7 Summary – Yesterday and Today Inthisunitofstudy,childrenwilllearnhowaspectsoflifechangeovertimewhilesomethingsstaythesame.*Note:HighlightedactivitiesindicateHolocaustAwarenessCommissionandAmistadCommissionrelatedactivities.


6.1.4.D.14TracehowtheAmericanidentityevolvedovertime.

6.1.4.D.11Determinehowlocalandstatecommunitieshavechangedovertime,andexplainthereasonsforchanges.

6.1.4.C.15DescribehowthedevelopmentofdifferenttransportationsystemsimpactedtheeconomiesofNewJerseyandtheUnited

States.

6.1.4.C.5Explaintheroleofspecializationintheproductionandexchangeofgoodsandservices.

6.1.4.C.16Explainhowcreativityandinnovationresultedinscientificachievementandinventionsinmanyculturesduringdifferent

historicalperiods.

6.1.4.D.13Describehowcultureisexpressedthroughandinfluencedbythebehaviorofpeople.

6.1.4.D.12ExplainhowfolkloreandtheactionsoffamoushistoricalandfictionalcharactersfromNewJerseyandotherregionsof

theUnitedStatescontributedtotheAmericannationalheritage.




● RI1.4-Askandanswerquestionstohelpdetermineorclarifythemeaningofwordsandphrasesinatext.


32

● RI1.2-Identifythemaintopicandretellkeydetailsofatext.

Unit721stCenturyStandards(CareerReadyPractices&PersonalFinanceStandard


● CPR5-Considertheenvironmental,socialandeconomicimpactsofdecisions.



● 8.2.2.A.1-Defineproductsproducedasaresultoftechnologyorofnature.

● 8.2.2.A.2-Describehowdesignedproductsandsystemsareusefulatschool,homeandwork.

● 8.2.2.D.3-Identifythestrengthsandweaknessesinaproductorsystem.

● 8.2.2.D.5-Identifyhowusingatool(suchasabucketorwagon)aidsinreducingwork.

Unit 7 Learning Objectives Lesson1-SchoolsPastandPresent:TLWcompareschoolsinthepastandpresent.TLWdescribehowchildrentodayexperienceschool. Lesson2-CommunitiesPastandPresent:TLWcomparecommunitiesinthepastandinthepresent.TLWexplaindifferencesin

transportationandtechnologybetweenthepastandpresent.

Lesson3-JobsPastandPresent:TLWcomparethekindsofjobspeopledidinthepastwiththeonestheydotoday.TLWdescribethe

differentkindsofwork,inandoutofthehome.

Lesson4-TransportationthenandNow:TLWidentifydifferentmodesoftransportation.TLWcomparetransportationinthepastand

present.

Lesson5-TheFirstFlight:TLWexplaintheimportanceofthefirstflight.

Lesson6-PeoplePastandPresent:TLWidentifyhowpastgenerationslived,dressedandspentfreetime.TLWcomparehowpast

33

generationsdressed,played,celebratedandbehavedwithhowpeoplelivetoday.

Lesson7-LearningAboutthePast:TLWexplainhowwelearnaboutthepast.TLWunderstandsthedifferencebetweenfactandfiction.

Lesson8-YourLife:TLWdemonstratehowtouseatimeline.

Unit7Sequence


Lesson1:SchoolsPastandPresent-pg2-3(Teacher’sManualp206-207)

Lesson2:CommunitiesPastandPresentpg4-5(Teacher’sManualpg208-

209)

Lesson3:JobsPastandPresent-pg6-7(Teacher’sManualpg210-211)

Lesson4:TransportationThenandNow-pg8-9(Teacher’sManualpg212-

213)

Lesson5:TheFirstFlight-pg10-11(Teacher’sManualpg214-215)

Lesson6:PeoplePastandPresent-pg12-13(Teacher’sManualpg216-217)

Lesson7:LearningAboutthePast-pg14-15(Teacher’sManualpg218-219)

Lesson8:YourLife-pg16-17(Teacher’sManualpg220-221)

FormativeActivity

Teacher’sManual-Vol.2p.222Createatimelineforyourownlife

SummativeAssessment

Teacher’sManual-Vol.2p.224MultipleChoice-#1OpenEndedResponse-#’s2,3and5


Teacher’sManual–Vol.1p.222Collectanoralhistoryforanolderpersonyouknow

Unit7Resources

Schoolthenandnow-https://youtube.com/watch?v=n4lFPv82M_s&t=5s

AHistoryofTransportation-https://youtube.com/watch?v=vNgAHOIofpI

TheWrightBrothersFirstFlight-https://youtube.com/watch?v=RriKI7u72Xs

StoryoftheWrightBrothersforkids-https://youtube.com/watch?v=Sm9Kf4B020w

34

HowtoMakeaTimelineforkids-https://youtube.com/watch?v=842mEdbuTJs

CommissionCurriculum-www.njamistadcurriculum.net

Unit7Modifications

AtRiskStudents:

BeforemovingforwardintheMagazine,makesurethatchildrenhaveastronggraspontheconceptsofpastandpresent.● Useexamplesofeventsthathavehappenedtotheclass

earlierintheschoolyearandcomparethemwiththeeventsoccurringonthecurrentday.Usethesentenceframes:Inthepast,we.Inthepresent,we.

● Withthesamesentenceframes,useexamplesofseasonalweatherchangesorchangeschildrenhaveexperiencedmovingfromkindergartentofirstgrade.


Tohelpchildrenfocusonthepastandthepresent,oneatatime,usethepagedivisionsintheMagazine.● OnMagazinepp.2–9,eachspreadisdividedbetweenthe

past(left-handpage)andpresent(right-handpage).Coveruphalfthespreadanddiscussonly“Then”or“Now,”oneatatime.

● Then,whencomparingtheinformationonpp.10–13tothepresent,providephotographsofmodernairplanesandchildrendoingsimilaractivitiestotheonesonpp.12–13.PlacethephotographstotherightoftheMagazineandcovertheminthesamewayasyoudiscussfirstthepastandthenthepresent.

ELLStudents:

BuildcontextandvocabularyforchildrenbypreviewingtheMagazinewiththeclass.● UsingthevocabularylistandtheZoomInonWordsand


● Havechildrenusewordsandphrasestodescribewhattheyseeinillustrationsandphotographsinordertopreviewcontent.


Givechildrenadditionalpracticestudyingprimarysourcesbyshowingphotographsfromtheeraofyourchildhood,focusingoncategoriessuchasclothing,technology,andpastimes.● Havechildrensharetheirobservationsaboutwhattheycan

learnaboutthepastfromthephotographs.● Askthemtostateacomparisonbetweentheirlivesandthe

livesofthechildreninthephotographs.

35

Unit 8 Summary – The American People Inthisunitofstudy,childrenwilllearnwhatcustoms,traditions,andhistoryAmericanshaveincommonandwhatmakesthecountry’spopulationdiverse.*Note:HighlightedactivitiesindicateHolocaustAwarenessCommissionandAmistadCommissionrelatedactivities.


● 6.1.4.D.1DeterminetheimpactofEuropeancolonizationonNativeAmericanpopulations,includingtheLenniLenapeofNew

Jersey.

● 6.1.4.D.10 Describe how the influence of Native American groups, including the Lenni Lenape culture, is manifested in

differentregionsofNewJersey.

● 6.1.4.D.2Summarizereasonswhyvariousgroups,voluntarilyandinvoluntarily,immigratedtoNewJerseyandAmerica,and

describethechallengestheyencountered.

● 6.1.4.D.13Describehowcultureisexpressedthroughandinfluencedbythebehaviorofpeople.

● 6.1.4.D.12 Explain how folklore and the actions of famous historical and fictional characters fromNew Jersey and other

regionsoftheUnitedStatescontributedtotheAmericannationalheritage.

● 6.1.4.D.14TracehowtheAmericanidentityevolvedovertime.


● LI1.1.I-Usefrequentlyoccurringprepositions(e.g.,during,beyond,toward).● SL1.1-Participateincollaborativeconversationswithdiversepartnersaboutgrade1topicsandtextswithpeersandadultsin




36




● CPR5-Considertheenvironmental,socialandeconomicimpactsofdecisions.




• 8.1.2.D.1-Developanunderstandingofownershipofprintandnonprintinformation.

Unit 8 Learning Objectives Lesson1:America’sFirstPeople-TLWidentifyAmericanIndiansasthefirstpeopleinNorthAmerica.TLWexplainculturalcontributions

ofAmericanIndians. Lesson2:ComingtoAmerica-TLWexplainwhoimmigrantsareandwhytheymovetonewplaces.TLWidentifyroutestakenby

immigrantstoAmerica.

Lesson3:PeoplefromNearandFar-TLWdescribetheexperiencesofimmigrants.TLWunderstandthatimmigrantscometoAmerica

fromallovertheworld.

Lesson4:LivingCulture-TLWunderstandthatcustomsandtraditionsaresharedamongfamiliesandgroups.

Lesson5:Anansi–TLWidentifyafolktaleasastorythatteachesalesson.

Lesson6:SharingCulture:TLWdescribeavarietyofculturalcelebrations.TLWunderstandthatculturalcelebrationsareunique.

Lesson7:OutofMany,One:TLWdescribewhatmakestheUnitedStatesdiverse.

Lesson8:AmericanFamilies:TLWidentifyroleswithinafamily.TLWdescribethediversityofAmericanfamilies.

37

Unit8Sequence


Lesson1:America’sFirstPeople-pg2-3(Teacher’sManualpg234-235)

Lesson2:ComingtoAmerica-pg4-5(Teacher’sManualpg236-237)

Lesson3:PeopleFromNearandFar-pg6-7(Teacher’sManualpg238-239)

Lesson4:LivingCulture-pg8-9(Teacher’sManualpg240-241)

Lesson5:Anansi–p.10-11(Teacher’sManualpg.242-243)

Lesson6:SharingCulture-pg12-13(Teacher’sManualpg244-245)

Lesson7:OutofMany-pg14-15(Teacher’sManualpg246-247)

Lesson8:AmericanFamilies-pg16-17(Teacher’sManualpg248-249)

FormativeActivity

Teacher’sManual-Vol.2p.250Recountafolktaleandmakeconnectionswithothertexts

SummativeAssessment

Teacher’sManual-Vol.2p.252MultipleChoice-#’s1-2OpenEndedResponse-#’s3and5


Teacher’sManual–Vol.1p.250Createacollageshowingdifferentelementsofaculture

Unit8Resources

NativeAmericanHistoryandCulture-https://youtube.com/watch?v=XS8DEjd2QBg

TheLenapeIndians-https://youtube.com/watch?v=i5za3uuATbU&list=PLjm4OZf8Iyp96EicggT83WFKxxWT1xIZL&index=4

AHistoryofUSImmigration-https://youtube.com/watch?v=LfvRxpPlYC0

38

Celebratingdifferences-https://youtube.com/watch?v=Sg7Uv2Ixtac

ReadAloud-ShadesofPeoplebyShelleyRotner

ReadAloud-WhoeverYouArebyMemFox

Unit8Modifications

AtRiskStudents:

ApproachtheMagazineinsections,havingchildrensummarizewhattheylearnedaftergroupsofpages.● ReadMagazinepp.2–3aloudandaskchildrenwhatthey

learned.Afterabreak,readMagazinepp.4–7andhavechildrendescribehowimmigrantswhocametoAmericaaredifferentfromAmericanIndians.

● Continuethisprocess,havingchildrenreadtheMagazinesectionbysectionandsummarizetheirunderstandingofeachnewconcept


Aswithstrugglinglearners,breaktheMagazineintochunks,aslistedabove,withlargebreaksbetweenthesections.● HavechildrenexploreeachsectionoftheMagazine,first

lookingatthepicturesandsharingtheirobservationsandthenreadingeachpage.

● Attheendofagroupofrelatedpages,takeabreakfromtheMagazineandhavediscussionsaboutthecontent.Thisgiveschildrenavisualbreakandrefocusestheirattention.

ELLStudents:

BuildcontextandvocabularyforchildrenbypreviewingtheMagazinewiththeclass.● UsingthevocabularylistandtheZoomInonWordsand


● Havechildrenusewordsandphrasestodescribewhattheyseeinillustrationsandphotographsinordertopreviewthecontent.


Havechildrenmakeconnectionstotheirownlivesbyexploringthecustomsandtraditionspasseddownthroughtheirfamilies’ancestry.● Askchildrentoidentifywherepeopleintheirfamilies

originated.Theymayneedtheirfamilies’helpfindingthisinformation.

● Askthemtotalktotheirfamiliesaboutwhatcustomsandtraditionscomefromtheirculturalbackground.Havechildrensharetheirfindingsinagroup.

39

Unit 9 Summary – Goods and Services Inthisunitofstudy,childrenwill“counttheways”economicsaffectstheireverydaylivesbyexploringhowpeopleexchangemoneyforgoodsandservices.*Note:HighlightedactivitiesindicateHolocaustAwarenessCommissionandAmistadCommissionrelatedactivities.


● 6.1.4.C.10Explaintheroleofmoney,savings,debt,andinvestmentinindividuals’lives.

● 6.1.4.C.2Distinguishbetweenneedsandwantsandexplainhowscarcityandchoiceinfluencedecisionsmadebyindividuals,

communities,andnations.

● 6.1.4.C.5Explaintheroleofspecializationintheproductionandexchangeofgoodsandservices.

● 6.1.4.C.4Describehowsupplyanddemandinfluencepriceandoutputofproducts.

● 6.1.4.C.15Describehowthedevelopmentofdifferent transportationsystems impacted theeconomiesofNewJerseyand

theUnitedStates.


● SL1.1-Participateincollaborativeconversationswithdiversepartnersaboutgrade1topicsandtextswithpeersandadultsinsmallandlargergroups.

● RI1.6-Distinguishbetweeninformationprovidedbypicturesorotherillustrationsandinformationprovidedbythewordsina

text.


● RI1.4-Askandanswerquestionstohelpdetermineorclarifythemeaningofwordsandphrasesinatext.

40




● CPR3-Attendtopersonalhealthandfinancialwell-being.

● 9.2.4.A.1-Identifyreasonswhypeoplework,differenttypesofwork,andhowworkcanhelpapersonachievepersonaland

professionalgoals.

● 9.1.4.B.3-Explainwhatabudgetisandwhyitisimportant.

● 9.1.4.E.2-Applycomparisonshoppingskillstopurchasingdecisions.


● 8.2.2.D.4-Identifytheresourcesneededtocreatetechnologicalproductsorsystems.

● 8.2.2.D.1-Collaborateandapplyadesigntosolveasimpleproblemfromeverydayexperiences.

Unit 9 Learning Objectives Lesson1:Money-TLWwillexplainwhypeopleusemoney.TLWidentifyandexpressthevaluesofdifferentcoinsandthedollarbill. Lesson2:WhattoBuy-TLWexplainthedifferencebetweengoodsandservices.TLWdescribechoicesthatbuyersmake.

Lesson3:SpendingDecisions-TLWdistinguishthedifferencebetweenwantsandneeds.TLWdiscusshowandwhypeopleusebudgets.

Lesson4:WhereDoestheMoneyComeFrom?TLWdescribehowworkersearnmoneybyprovidingservices.

Lesson5:SellingPhotographs-TLWidentifythespecializedworkpeopledo.

Lesson6:T-Shirts!TLWidentifythespecializedworkthatpoledotomanufacturegoods.

Lesson7:ABusinessofTheirOwn-TLWdescribehowmoneymovesinabusiness.

Lesson8:Connections-TLWdescribehowpeopleandgoodsaretransportedfromplacetoplace.TLWcomparekindsoftransportation

41

Unit9Sequence

Activities/Concepts Formative&SummativeAssessments

Lesson1:Money-pg2-3(Teacher’sManualpg262-263)

Lesson2:WhattoBuy-pg4-5(Teacher’sManualpg264-265)

Lesson3:SpendingDecisions-pg6-7(Teacher’sManualpg266-267)

Lesson4:WhereDoestheMoneyComeFrom?-pg8-9(Teacher’sManualpg268-

269)

Lesson5:SellingPhotographs-pg10-11(Teacher’sManualpg270-271)

Lesson6:T-Shirts!-pg12-13(Teacher’sManualpg272-273)

Lesson7:ABusinessofTheirOwn-pg14-15(Teacher’sManualpg274-275)

Lesson8:Connections-pg16-17(Teacher’sManualpg276-277)

FormativeActivity

Teacher’sManual-Vol.2p.278Describeandrole-playkindsofjobs

SummativeActivity

Teacher’sManual-Vol.2p.280MultipleChoice-#’s1-3OpenEndedResponse-4and5


Teacher’sManual–Vol.1p.278Makeanduseamodelofamarket

EndoftheYearPostTest

Unit9Resources

42

GoodsandServicesforkids-https://youtube.com/watch?v=Umq76iNkhx0

GoodsandServices-https://youtube.com/watch?v=as0xUlKR0a0

GoodsandServices-https://jr.brainpop.com/messages/logged-out-by-others/?refer=/socialstudies/economics/goodsandservices/

SpendingandSaving-https://jr.brainpop.com/socialstudies/economics/savingandspending/

Unit9Modifications

AtRiskStudents:

Conductinga“walk-through”oftextfeaturescanpreventstrugglingreadersfromfeelingoverwhelmedbypageelementsandhelpthemconnecttoimportantconcepts.● Guidechildrentodiscusstargetedelements,onepageata

time.Calloutheadings,chunksofrelatedtext,pictures,andcaptions.

● Havechildrenpointoutandcommentonotherpageelements.Encouragechildrentosayhoweachelementhelpstellaboutthetopic.


Usingmanipulativesandvisualscanhelpchildrenprocesseconomicconcepts,suchasspendingdecisions.● Allowchildrentousemanipulativesformoney,topoint

toimagesforwantsandneeds,andtomakesketchestodemonstrateunderstanding.

● Drawattentionto“T-shirts!”and“ABusinessofTheirOwn”andhelpchildrenfollowtheflowofinformationdescribedwiththearrows.

ELLStudents:Buildingonchildren’swordknowledgecanhelpthemacquireunfamiliarwordsandphrases.

● Helpchildrendistinguishbetweenthemeaningsofsuchwordsasgood(adj.)/goods(n.)andwant(v.)/wants(n.).

● Guidechildrentorecognizeshadesofmeaning,suchasinwordslikesaveandthewordfreeinthephrasefreemarket.


Encouragetheapplicationofeconomicconceptsbyhavingchildrenhelpcreatearelevantactivityorvisualtobenefitallchildren.● Havechildrenmakecaptionedposterstoelaborateonideas

inGoodsandServices,suchasreasonstosavemoneyorinterestingjobs.

● InvitechildrentocategorizedetailsintheMagazine,suchasbyNeedsandWants,orGoodsandServices.Havechildrensharetheirexamples.

social studies curriculum g - fusionschools.com revised first grade social...summative assessment...

Documents