Professional Documents
Culture Documents
Mr. Matthew Wilson
Superintendent
Oradell Public School
Ms. Diminich-Kucharski
Bi-Borough Supervisor
of Curriculum
Kate Langan
Melissa Golden
Heather Rothschild
Christine Moran
Sharon McGill
Nevin Werner
GRADE
LEVEL
KINDERGARTEN
FIRST
Elements of a
Community
Geography
SECOND
Elements and
Types of
Communities
THIRD
Geography
FOURTH
Geography
FIFTH
SIXTH
Formation of an
American
Identity
Formation of an
American
Identity
Maps and
Geography
Citizenship and
Government
Native
Americans
New Jersey
Birth of a Nation
Exploration of
North America
Colonization of
North America
Causes of the
American
Revolution
American Revolution,
Constitution & Bill of Rights
The Evolution of
America
American
Expansion
Economic
Development
ADDENDUM
Page 2
6.1.P.D.3
6.1.P.D.4
Learn about and respect other cultures within the classroom and
community
21st Century
9.1.4.A.1
Apply critical thinking and problem solving skills to solve problems
9.1.4.D.3
9.1.4.E.1
9.1.4.F.1
Technology
8.1.2.A.2
Understand how to use digital tools to enhance creativity and innovation
ENDURING UNDERSTANDINGS
Families are communities where we learn about roles and responsibilities.
ASSESSMENTS
Teacher Observation
All About Me Poster
Make a list book about things they like
Family portrait of people that live in their house
Page 3
ESSENTIAL QUESTIONS
Why is it important for all students to learn about themselves and their role within
their family?
Why is it important for students to understand differences amongst people, family
structure, and customs?
UNIT OBJECTIVES
Students will be able to
Understand that each person is unique in physical characteristics, ideas, abilities,
interests, and preferences
Understand that family members work together.
Understand that family units throughout the world are similar despite the
differences in customs and appearances
Understand that the Pledge of Allegiance is a symbol of loyalty to our country
RESOURCES
Block Buddies
All About Me Posters
Fathers, Mothers, Sisters, Brothers by Mary Ann Hoberman
Families by Gail Saunders-Smith
What if Everyone Did That? By Ellen Jevernick
The Bag Im Taking to Grandmas by Shirley Neitzel
Exploring Where and Why NYSTROM
Brain Pop
Lets Find Out
Page 4
Distinguish between needs and wants and explain how scarcity and
choice influence decisions made by individuals, communities, and
nations.
21st Century
9.2.4.A.1
Link educational achievement, career choice, and entrepreneurial skills to
achieve a desired level of income and lifestyle choices
9.2.4.B.1
9.2.4.E.1
9.2.4.F.1
9.2.4.G.1
Technology
8.1.2.A.2
Understand how to use digital tools to enhance creativity and innovation
ENDURING UNDERSTANDINGS
Page 5
All communities have structures and rules in place to ensure fairness and
equality.
Wanting something and needing something are different things.
ASSESSMENTS
ESSENTIAL QUESTIONS
UNIT OBJECTIVES
Students will be able to
Understand that a community is a place where a group of people live
Identify common community helpers.
Recognize that all communities need helpers to succeed.
Recognize that community helpers exist in world communities.
Identify that our classroom is a type of community
Identify principles of shared responsibility, fairness, and equality
Identify that communities share rules.
Classify places in town as places to live, places to buy things, and places to get
help
Identify examples of citizenship in a classroom community
Recognize ways to be an active citizen
Recognize and respond to violations of human rights
Identify wants vs. needs.
Page 6
Play a memory game to match workers with their worksite (NYSTROM, p.67-70)
Role play how to help others stop bullying (i.e. Zippy)
Learn about the jobs of different community members
Earn rewards and avoid consequences in the class behavior management
system
Follow rules on taking care of school supplies
Be aware of minimizing the food you waste during lunch and snacks
Participate in food drives and box top fundraisers
Read A Chair for My Mother
RESOURCES
Block Buddies
Classroom Rules
What Do We Need? By Trisha Callella
A Chair for My Mother by Vera B. Williams
Those Shoes by Maribeth Boelts
At Work Mondo big book
Knuffle Bunny- Mo Willems
Exloring Where and Why- NYSTROM
You Tube Community Helpers videos
Brain Pop
Lets Find Out- Scholastic
Community Helpers books
Page 7
ENDURING UNDERSTANDINGS
ASSESSMENTS
Teacher Observation
Daily Geography
Locate North America and South America on a map
Color a map of North America and South America using accurate colors to depict
land and water (green for land and blue for water)
Recite address
ESSENTIAL QUESTIONS
UNIT OBJECTIVES
Students will be able to
Understand the concept that the earth is a sphere and made up of land and
water and surrounded by air
Identify and define models
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Page 8
RESOURCES
Jumbo Atlas
World Map
Word Bird Builds a City by Jane Belk Moncure
As the Crow Flies by Gail Hartman
My Map Book by Sara Fanelli
In the Small, Small Pond by Denise Fleming
Me on a Map- Joan Sweeney
Page 9
Learn about and respect other cultures within the classroom and
community.
6.1.4.D.4
Explain how key events led to the creation of the United States and the
state of New Jersey
6.1.4.D.13
6.1.4.D.17
Explain the role of historical symbols, monuments, and holidays and how
they affect the American identity.
6.3.4.A.3
Select a local issue and develop a group action plan to inform school
and/or community members about the issue.
6.3.4.D.1
21st Century
9.2.4.B.1
Promoting financial responsibility related to prioritizing between wants and
needs, financial planning, savings, investment, and charitable giving.
Technology
8.1.2.A.2
Understand how to use digital tools to enhance creativity and innovation
ENDURING UNDERSTANDINGS
Symbols of our country represent what America means.
America is made up of people from different countries, and we should respect the
culture, traditions, and holidays of all people.
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ASSESSMENTS
Mini-Books
Teacher Observation and Questioning
Role-Plays
ESSENTIAL QUESTIONS
UNIT OBJECTIVES
Students will be able to
Understand and explain the key events that led to the creation of the United
States
Identify historical symbols, monuments, and holidays and their impact on
American identity
Describe how stereotyping and prejudice can lead to conflict
Identify actions that are considered bullying and ways to prevent them
Learn about and respect other cultures in the classroom and community
Explain how culture is expressed through behavior and celebrations
Page 11
RESOURCES
Second Step
Scholastic News
Lets Find Out
Read Aloud Picture Books
BrainPopJr.: US Symbols, George Washington, Abraham Lincoln
O, Say Can You See? Americas Symbols, Landmarks, and Important Words by
Sheila Keenan
All of the Colors of the Earth by Sheila Hamanaka
Children Just Like Me by Barnabas and Anabel Kindersley
Everybody Cooks Rice- Norah Dooley
Throw Your Tooth on the Roof- Selby Beeler
Yoko- Rosemary Wells
Exploring Where and Why -NYSTROM
Page 12
6.1.P.A.3
6.1.4.A.1
Explain how rules and laws created by community, state, and national
governments protect the rights of people, help resolve conflicts, and
promote the common good.
6.1.4.A.3
6.1.4.A.9
6.1.4.C.2
Distinguish between needs and wants and explain how scarcity and
choice influence decisions made by individuals, communities, and nations.
9.1.4.D.3
9.1.4.E.1
9.1.4.F.1
9.2.4.A.1
Page 13
9.2.4.B.1
Technology
8.1.2.A.1
Understand how to use digital tools for appropriate applications
8.1.2.A.2
8.1.2.D.1
8.1.2.A.4
ASSESSMENTS
ESSENTIAL QUESTIONS
UNIT OBJECTIVES
Students will be able to
Identify similarities and differences between families in our community and other
communities around the world.
Recognize the role and responsibilities of a citizen in the classroom and in the
community.
Explain why rules and laws are important and why citizens need to follow them.
Explain a communitys responsibility and need for fairness and equality.
Define fairness and equality in the classroom and in the community.
Identify responses to violations of fundamental rights.
Discuss what happens when people violate their fundamental rights.
Discriminate between a want and need.
Explain that families make choices to satisfy needs.
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Social
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Page 14
RESOURCES
Page 15
Identify the major cities in New Jersey, the United States, and major world
regions, and explain how maps, globes, and demographic tools can be
used to understand tangible and intangible cultural differences.
9.1.4.F.1
Technology
8.1.2.A.1
Understand how to use digital tools for appropriate applications
8.1.2.A.2
8.1.2.D.1
ASSESSMENTS
Identify North America, United States, New Jersey, land and oceans on a map
Identify directions using a Compass Rose
Use a map key to understand a simple map
ESSENTIAL QUESTIONS
Page 16
UNIT OBJECTIVES
Students will be able to
Distinguish between a U.S. map and a world map
Identify North, South, West, and East on a world map
Follow directions by tracing simple routes on a map
Identify a globe as a model of the earth
Distinguish between land and water on the map
Name and locate your continent, country, and state on a map
RESOURCES
Page 17
Explain how key events led to the creation of the United States and the
state of New Jersey.
6.1.4.D.5
6.1.4.D.6
6.1.4.D.17
Explain the role of historical symbols, monuments, and holidays and how
they affect the American identity.
6.3.4.D.1
9.1.4.E.1
9.1.4.F.1
9.2.4.E.1
Technology
Oradell
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River
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Social
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Page 18
8.1.2.A.1
8.1.2.A.2
8.1.2.D.1
ASSESSMENTS
Teacher observation
Students prepare a Google Doc on a historical leader, monument, or symbol and
their contributions to the United States.
Students collaborate and prepare an anti-bullying letter for incoming first grade
students.
ESSENTIAL QUESTIONS
What are customs and holidays that are celebrated in cultures throughout the
world?
What are some of the key events that led to the creation of our country?
o What historical documents led to the development of our country?
o Who were some important leaders that helped with the development of
our country and government and what contributions did these leaders
make?
o What historical symbols, monuments, and holidays are important to our
countrys history?
What are some actions we can take to stop bullying in our school and
community?
UNIT OBJECTIVES
Students will be able to
Identify important customs and holidays celebrated by their families and different
cultures throughout the world.
Explains some of the keys events that led to the creation of the United States.
o Separation from England
o Colonization
o Revolutionary War
Identify different historical documents that led to the development of the United
States.
o Mayflower Compact
o Declaration of Independence
o Constitution
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Recognize some important historical leaders and their contributions to the United
States and government.
o George Washington
o Ben Franklin
o Thomas Jefferson
Identify important historical symbols and monuments and why they are important
to our country (American flag- stars and stripes, eagle, Statue of Liberty, Mount
Rushmore, Washington monument, Liberty Bell
Identify important holidays and why they are important to our country (MLKs
birthday, Presidents day, Veterans day, Independence Day, 9/11
Remembrance, Columbus Day, Flag Day, Memorial Day)
Collaborate with a group of students to form and create an action plan to stop
bullying in our school and community
LEARNING ACTIVITES
Direct instruction and read alouds explaining key events to the creation of the
United States
Students learn about George Washington and other historical figures and write
about one contribution they did for our country
Create mini book on the Declaration of Independence
Create a mini book on the Constitution
Identify the importance of American holidays celebrated throughout the year
Identify important American monuments and symbols and create GoogleDoc
presentation about one to share with the classroom
Role play and/or letter writing regarding bullying situations
Multicultural dolls- Students will learn about different cultures with family
representatives.
RESOURCES
Page 20
6.1.4.B.4
6.1.4.B.10
Identify the major cities in New Jersey, the United States, and major world
regions, and explain how maps, globes, and demographic tools can be
used to understand tangible and intangible cultural differences.
6.1.4.C.1
6.1.4.C.2
Distinguish between needs and wants and explain how scarcity and
choice influence decisions made by individuals, communities, and nations.
6.1.4.C.3
6.1.4.C.4
Describe how supply and demand influence price and output of products.
6.1.4.C.10
6.1.4.C.11
6.3.4.A.1
Page 21
6.3.4.A.3
Select a local issue and develop a group action plan to inform school/and
or community members about the issue.
Technology
8.1.2.A.1
Understand how to use digital tools for appropriate applications
8.1.2.A.2
8.1.2.E.1
ENDURING UNDERSTANDINGS
Communities are places and the people who live and work there.
Communities are founded on/by certain varying constructs such as laws,
geography, economy, and culture; thus, communities are different from one
another.
Community members have vital roles and responsibilities that contribute to the
function and well-being of a community.
ESSENTIAL QUESTIONS
What is a community?
What are the goals of rules and laws within a community?
What are the three different types of communities?
What specific cultural differences are found in each type of community?
How does geographic location affect where and how people live and work?
What are the unique jobs of different members of each specific community?
What is the importance of money in a community?
What are goods and services?
Page 22
How do the concepts of supply and demand affect costs of goods and/or
services?
What are the roles of producers and consumers?
Why are long-term goals and short-term goals important to individuals and
communities?
ASSESSMENTS
Teacher Observations
Quiz / Test
Student project comparing and contrasting the 3 types of communities
UNIT OBJECTIVES
Students will be able to
define a community as a place and the people who live and work there
explain that rules and laws are made and enforced to ensure fairness and
equality for everyone
discuss that rules and laws are good when they:
o look out for the common good
o protect everyones rights
o keep everyone safe
o keep everyones belongings safe
o enable everyone to have what they need to live
o give consequences to those who choose to break the rules and laws
understand that rules and laws are important for communities to have because
they protect the common good and help make communities peaceful and
productive
distinguish between wants and needs of an individual and of the community as a
whole
name the three types of communities: suburban, rural, and urban
discuss the characteristics of each of the three types of communities by focusing
on:
o location
o population
o types of housing
o placement of homes
o types of transportation
o common jobs/community helpers
o shopping opportunities/store availability
o leisure activities
o culture
locate and name the example of a suburban, rural, and urban community on a
map of the United States
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Page 23
explain how geographic location has helped define each community to be what it
is
understand why money is an essential part of a communitys productivity and
progress
relate a school or home Token Economy (sticker, ticket, marble, etc.) to how the
economy in real world communities works
distinguish between goods and services
explain that a producer makes something and a consumer buys it or uses it
discuss the reasons why supply and demand determine the cost of goods and
services
o when there is an abundance of goods or a particular service, cost is low
o when there is weak/no demand for a particular good or service, cost is low
o when there is a scarcity of goods or a particular service, cost is high
o when there is high demand for a particular good or service, cost is high
describe how the incentive of money (or tokens, stickers, tickets) can be used to
make people try better or work harder
explain that personal goals are for oneself; they usually benefit one person or
his/her immediate family. Community goals, in contrast, benefit the community
as a whole, not just an individual
understand that a long-term goal is one that has delayed gratification (like
becoming a professional baseball player) and a short-term goal has more
immediate results (like finishing a book by the end of the week)
explain how saving money is an example of a long-term goal and why it is
beneficial
Page 24
RESOURCES
Suggested Texts:
What is a Community? From A to Z by Bobbie Kalman
Farm Community (Neighborhood Walk) by Peggy Pancella
City Community (Neighborhood Walk) by Peggy Pancella
Suburban Community (Neighborhood Walk) by Pancella
Living in Suburban Communities by Kristin Sterling
Living in Urban Communities by Kristin Sterling
Living in Rural Communities by Kristin Sterling
Ox-Cart Man by Donald Hall
Suggested Websites:
Google maps
http://www.brainpopjr.com/socialstudies/communities/ruralsuburbanandurban/preview.w
eml
www.eduplace.com/kids/socsci/books/applications/images/maps/g3_u1/
www.slideshare.net/clturman/community-types-urban-rural-and-suburban
http://teacher.scholastic.com/lessonrepro/k_2theme/communities.htm
http://www.superteacherworksheets.com/communities.html
https://www.havefunteaching.com/worksheets/social-studies-worksheets/communityworksheets
https://sites.google.com/a/solteacher.com/olteacher-com/home/second-grade-virginiasol-resources/social-studies/SOL-2-3-community
pbskids.org/itsmylife/game/mad_money_flash.html
http://www.superteacherworksheets.com/economics.html
Other:
Individual dry-erase student maps of the United States
Page 25
6.1.4.D.12
Explain how folklore and the actions of famous historical and fictional
characters from New Jersey and other regions of the United States
contributed to the American national heritage.
6.1.4.D.13
6.1.4.D.14
6.1.4.D.15
Explain how various cultural groups have dealt with the conflict between
maintaining traditional beliefs and practices and adopting new beliefs and
practices.
6.1.4.D.17
Explain the role of historical symbols, monuments, and holidays, and how
they affect the American identity.
Technology
8.1.2.A.1
Understand how to use digital tools for appropriate applications
Page 26
8.1.2.A.2
8.1.2.E.1
ENDURING UNDERSTANDINGS
Europeans, like Christopher Columbus, the Pilgrims, and others, faced various
difficulties that lead them to seek a new life in The New World.
America was seen as the land of opportunity where endless possibilities were
achievable as long as a person was determined and willing to work hard.
The American Ideal and Identity was first created and embodied by explorers
(Columbus) and early settlers (Pilgrims).
ESSENTIAL QUESTIONS
Who is given credit for discovering The New World and what holiday is
associated with this?
Why did Columbus decide to take his journey and did he have any
obstacles/challenges?
How did the differences between Columbus and the Native Americans cause
conflict between them?
Who were the first people to settle in America and why did they come?
How did interactions between the Pilgrims and Native Americans display their
unique cultures and how did they celebrate their differences and learn to
cohabitate?
What did America represent for people who left to start a new life? What were
they hoping for in America?
What folklore characters (i.e. Johnny Appleseed & Paul Bunyan) epitomize the
American Dream?
Page 27
ASSESSMENTS
Teacher Observations
Paper and Pencil Assessment
Student presentations explaining Christopher Columbus or the Pilgrims
importance and what they each stand for today (i.e. Readers Theatre)
UNIT OBJECTIVES
Students will be able to
identify who the explorer Christopher Columbus was
o when and where he came from
o why he wanted to go on his expedition
o what he was trying to find during his voyage
o why he was not supported by everyone
o what were some obstacles he faced
o what he really discovered
o why his discovery was so important
describe how Columbus culture was different from the Native Americans he met
explain why the Native Americans culture and Columbus European culture may
have caused problems for both sides
describe the symbols that are associated with Christopher Columbus (i.e. the
Nina, Pinta, Santa Maria, and Columbus tricorn)
understand why Columbus Day is recognized as a National Holiday in America
identify the Pilgrims as the first settlers of America,
o when and where they came from,
o what they wore
o how many of them traveled,
o why they chose to leave Great Britain,
o how they traveled to the New World,
o where they landed,
o why their first winter was so terrible,
describe how the Native Americans and Pilgrims had very different cultures
explain how the Native Americans helped the Pilgrims after their first winter
describe the symbols associated with the Pilgrims
explain why the symbols of the Mayflower, Plymouth Rock, the Mayflower
Compact, harvest time, and customary Thanksgiving items have become
important by talking about what they represent for Americans
understand why Thanksgiving is recognized as a National Holiday in America
recognize that people (like Explorers, Pilgrims, Puritans, frontiersmen, and other
settlers) came to the New World for many different reasons:
o religious freedom
o land
o adventure
o gold
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Page 28
trade
rich farmland
opportunity
a new life
explain that people were leaving Europe because they felt like their governments
and churches were not allowing them to live life the way they wanted to
describe the idea that America offered a new start and a new life to those who
were leaving Europe
relate the folklore characters and stories of Johnny Appleseed, Paul Bunyan, etc.
to the American Dream that even early settlers believed: anything is possible,
and determination and hard work always pay off
o
o
o
o
RESOURCES
Suggested Texts:
My First Biography: Christopher Columbus by Marion Dane Bauer
Who Was Christopher Columbus? by Bonnie Bader
In 1492 by Jean Marzollo
Sarah Mortons Day: A Day in the Life of a Pilgrim Girl by Kate Waters
Samuel Eatons Day: A Day in the Life of a Pilgrim Boy by Kate Waters
What Was the First Thanksgiving? By Joan Holub
The First Thanksgiving by Linda Hayward
Squantos Journey: The Story of the First Thanksgiving by Joseph Bruchac
Folktales: Johnny Appleseed, Paul Bunyan, etc.
Thanksgiving Day - Heinemann
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Suggested Websites:
Brain Pop
Discovery Ed
Suggested Websites:
http://www.nea.org/tools/lessons/columbus-day-grades-k-5.htm
http://www.superteacherworksheets.com/columbusday.html
http://www.internet4classrooms.com/links_grades_kindergarten_12/columbusday.htm
http://www.bbc.co.uk/schools/primaryhistory/famouspeople/christopher_columbus/
http://www.superteacherworksheets.com/thanksgiving.html
http://www.nea.org/tools/lessons/thanksgiving-ideas-for-the-classroom-grades-6-8.html
http://www.plimoth.org/learn/just-kids
http://www.scholastic.com/scholastic_thanksgiving/
http://www.internet4classrooms.com/thanksgiving.htm
http://www.brainpop.com/educators/community/lesson-plan/johnny-appleseed-activitiesfor-kids/ http://www.bestapples.com/kids/teachers/johnny.shtml
http://www.scholastic.com/teachers/lesson-plan/american-folktales-and-tall-tales
Page 30
Explain why some locations in New Jersey and the United States are
more suited for settlement than others.
6.1.4.B.10
Identify the major cities in New Jersey, the United States, and major world
regions, and explain how maps, globes, and demographic tools can be
used to understand tangible and intangible cultural differences.
Technology
8.1.2.A.1
Understand how to use digital tools for appropriate applications
8.1.2.A.2
8.1.2.E.1
8.1.2.A.4
Page 31
ENDURING UNDERSTANDINGS
Reading and interpreting maps allows citizens to navigate and understand their
community and others.
ESSENTIAL QUESTIONS
ASSESSMENTS
Teacher Observations
Paper and Pencil Assessment
Students create a map of a room, complete with a key and symbols
Page 32
LESSON OBJECTIVES
Students will be able to
explain that maps are important because they help us to understand where
particular places are located in comparison to others. They are also important
because they are tools that help us to get around.
describe how we read a map by looking at the keys, symbols and the compass
define the cardinal directions as: North, South, East, and West, and the
intermediate directions as: Northeast, Southeast, Northwest, and Southwest
locate the seven continents and locate them on a map
locate the five oceans and locate them on a map
locate the North Pole, South Pole, and the Equator as an imaginary line that cuts
the Earth in half
locate the Northern, Southern, Eastern, and Western Hemispheres
familiarize themselves with how mountains, rivers, islands, oceans, and
continents usually look on a map
name and locate our town, state, state capital, country, countrys capital, and
continent
understand the difference between a state boundary and a national boundary
notice that Mexico and Canada are the United States neighbors and locate them
on a map
recognize that not all maps are the same; (For example- some maps can show
weather, while others show geographical features, roads, natural resources,
and/or populations of people or animals, that can be helpful in gaining more
information about a place)
Page 33
RESOURCES
Suggested Texts:
Map Skills Workbook
Scholastic Success with Maps (Grade 2)
Me on the Map by Joan Sweeney
Rookie Read About Geography: Map Skills 4-Book Set
-Map Keys by Rebecca Olien
-Looking at Maps and Globes by Rebecca Olien
Geography from A to Z: A Picture Glossary (Trophy Picture Books) by Jack
Knowlton and Harriet Barton
Suggested Websites:
Google Maps
www.dovewhisper.com/2nd_grade_mapskills.html
www.superteacherworksheets.com/map_skills.html
http://web.compton.k12.ca.us/pages/departments/Curriculum/PDF/1stGradeSSUnit2.pdf
http://web.compton.k12.ca.us/pages/departments/Curriculum/PDF/2ndGradeSSUnit2.p
df
http://www.brainpopjr.com/socialstudies/geography/readingmaps/preview.weml
http://www.brainpopjr.com/socialstudies/geography/continentsandoceans/preview.weml
http://www.brainpopjr.com/science/land/landforms/preview.weml
https://www.havefunteaching.com/worksheets/social-studies-worksheets/mapworksheets
http://www.nea.org/tools/lessons/teaching-with-maps.html
http://www.internet4classrooms.com/3rdSocSt.htm
Mapmaker- Teacherled.com/resources/mapmaker/mapmakerload.html
Other:
Individual dry-erase student maps of the United States
Individual dry-erase student maps of the World
Blow-up globes
Page 34
Explain how and why it is important that people from diverse cultures
collaborate to find solutions to community, state, national, and global
challenges.
6.1.4.D.13
6.1.4.D.15
Explain how various cultural groups have dealt with the conflict between
maintaining traditional beliefs and practices and adopting new beliefs and
practices.
6.1.4.D.16
6.1.4.D.18
Explain how an individuals beliefs, values, and traditions may reflect more
than one culture.
6.1.4.D.19
6.1.4.D.20
Page 35
9.2.4.B.1
Technology
8.1.2.A.1
Understand how to use digital tools for appropriate applications
8.1.2.A.2
8.1.2.E.1
ENDURING UNDERSTANDINGS
Geographic location can and does impact the culture of a nation or a people
within a nation.
Learning about cultures that are different from our own helps us to be more
respectful and accepting of others because we gain more perspective that
enables us to put ourselves in someone elses shoes and try to understand their
way of thinking.
The world has many problems that can only be addressed, and hopefully
eradicated one day, through the committed efforts of diverse people from around
the world collaborating and compromising.
ESSENTIAL QUESTIONS
How are some nations around the world the same and/or different as the United
States?
What is culture and why is it important to learn, understand and expect about
other cultures in the world?
What are some cultures in the Eastern and Western Hemisphere?
How is culture expressed by people through their actions, beliefs, clothing,
stories, and hobbies?
How are the various versions of the Cinderella story (and other folktales) a good
display of different cultures beliefs and traditions?
Page 36
How might a persons beliefs, values, and traditions involve more than one
culture?
How can a persons culture be impacted when they move from one country to
another?
o i.e. Why might immigrants keep their own cultural beliefs and traditions or
why might they adopt new ones?
How can one experience/event be interpreted differently by different people?
What is a stereotype and how does prejudice lead to conflict between people?
Why would unique perspectives from different cultures be helpful when trying to
fix a conflict or solve a problem to make the world more peaceful?
ASSESSMENTS
Teacher Observations
Paper and Pencil Assessment
Slideshow created by each student about another culture
UNIT OBJECTIVES
Students will be able to
describe similarities and differences that certain nations around the world share
with the USA
understand that world communities have many differences and similarities
define culture as the beliefs, customs, and traditions of a community
name cultures that are found in the Eastern Hemisphere (Asian, Indian, African,
etc.)
name cultures that are found in the Western Hemisphere (Mexican, American,
Canadian, etc.)
recognize that not everyone in a specific country or community has the same
culture
observe how culture is expressed through a persons actions, beliefs, clothing,
stories, and hobbies
recognize that people in world communities use legends, folktales, oral histories,
biographies, autobiographies, and historical narratives to transmit values, ideas,
beliefs, and traditions
understand that people can assimilate aspects of various cultures
be sensitive to the idea that when people move to a new country or into a new
culture it is difficult; sometimes people hold strong to their beliefs and try not to
change their traditions. While other times, people try to embrace new beliefs
along with their old ones
explain why it is important that we learn about other cultures in order to build
tolerance and respect for differences because one person can impact anothers
culture through his/her actions or words, both positively and negatively
Oradell
and
River
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School
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Social
Studies
K
6
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OPS
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08/19/15
Page 37
discuss how a lack of respect for differences could cause conflict between people
and nations
express how one event or experience could have multiple reactions/meanings
depending on a persons cultural beliefs and traditions
define a stereotype as a widely held, oversimplified, usually incorrect, vision of
what a person of a particular gender, ethnicity, or religion is like
understand that the more we know about others cultures, the better we can work
together to solve the problems in our world today; different perspectives are
helpful when brainstorming solutions to conflicts
Teacher models research techniques and comparative note taking skills by using
the MODERN Egyptian culture and comparing/contrasting it to the MODERN
American culture
Students create Venn diagrams and fill in other graphic organizers to compare
and contrast the American culture with various other cultures
Research and write a nonfiction book or create a digital presentation about a
MODERN culture found in the Eastern or Western Hemisphere. (Teachers:
Choose 3 or 4 cultures, from each hemisphere, that children can choose from)
Read different cultural interpretations of the Cinderella Story and understand how
each unique story depicts the various cultural beliefs and traditions of the people
it came from
RESOURCES
Suggested Texts:
Various books about MODERN cultures in the Eastern and Western Hemispheres
Were from Egypt by Victoria Parker
Egypt: A Question and Answer Book by Christine Webster
EGYPT: The Culture by Arlene Moscovitch
EGYPT: The People by Arlene Moscovitch
EGYPT: The Land by Arlene Moscovitch
A Childs Introduction to the World: Geography, Cultures, and People- From the
Grand Canyon to the Great Wall by Heather Alexander and Meredith Hamilton
Throw Your Tooth on the Roof: Tooth Traditions from Around the World by Selby
Beeler and G. Brian Karas
Wish: Wishing Traditions Around the World by Roseanne Thong and Elisa Kleven
Children from Around the World: A Multicultural Travel Adventure for Children by
C. Ingram ECE
Exploring Our World- Student Edition by McGraw-Hill Education
Page 38
Suggested Websites:
www.timeforkids.com/around-the-world
http://www.culturecrossing.net/index.php
http://www.worldofcultures.org/1024/index.htm
http://www.ipl.org/div/cquest/
http://time.com/8515/hungry-planet-what-the-world-eats/
http://larryferlazzo.edublogs.org/2010/08/11/the-best-sites-for-learning-about-theworlds-different-cultures/
Page 39
Use physical and political maps to explain how the location and spatial
relationship of places in New Jersey, the United States, and other areas,
worldwide, have contributed to cultural diffusion and economic
interdependence.
6.1.4.B.3
6.1.4.B.10
Identify the major cities in New Jersey, the United States, and major world
regions, and explain how maps, globes, and demographic tools can be
used to understand tangible and intangible cultural differences.
9.2.4.B.1
Technology
8.1.4.A.1
Understand how to use digital tools for appropriate applications
8.1.4.A.3
8.1.4.A.4
Page 40
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
ASSESSMENTS
Teacher Observation
Quizzes (blank compass rose-identify cardinal & intermediate directions, blank
world map-identify seven continents & five oceans)
Unit Assessments
Create an imaginary map of a town, including a title, a map key, compass rose,
roads/paths
Create a brochure to go along with the map of the imaginary town
UNIT OBJECTIVES
Students will be able to:
Locate Spain on a map.
Tell which direction Christopher Columbus traveled to America.
Tell which waterways Christopher Columbus crossed in his Journey to America.
Tell which regions of the world they are familiar with.
Oradell
and
River
Edge
Public
School
Districts
Social
Studies
K
6
RE
BOE
Approved
07/29/15
OPS
BOE
Approved
08/19/15
Page 41
Identify and locate the seven continents and five oceans on a map and a globe.
Explain why maps and globes are important, and how they can be used to help
people.
Identify and use various features on a map (map key, compass rose, map scale).
Understand the idea that map scales represent real distances between points on
a map.
Determine the distances between two given points on a map, using a simple
scale.
Follow a given route on a map, N, S, E, W, NE, SE, NW, SW.
Differentiate their own town, state, country, and continent on a map or globe.
Identify places on a simple map by following grid coordinates.
Identify and understand the directional flow of lines of longitude and latitude.
Become an expert through research on different regions of the world
RESOURCES
Desktop Maps
Map Skills Book
Blank Compass Rose
Blank World Map
BrainPOP Videos
SmartBoard Longitude/Latitude Game:
http://www.abcya.com/latitude_and_longitude_practice.htm
Continents and Oceans SmartBoard Activities:
http://www.sheppardsoftware.com/World_Continents.htm
Using a Compass Rose:
Page 42
http://www.sheppardsoftware.com/World_Continents.htm
National Geographic Map Games:
http://education.nationalgeographic.com/education/mapping/kd/?ar_a=5
Discovery Education: http://www.discoveryeducation.com/
Look for various Smartboard activities at: http://exchange.smarttech.com/#tab=0
Page 43
6.1.4.A.14
Describe how the world is divided into many nations that have their own
governments, languages, customs, and laws.
6.1.4.B.7
Explain why some locations in New Jersey and the United States are
more suited for settlement than others.
6.1.4.D.2
6.1.4.D.3
6.1.4.D.13
6.1.4.D.14
6.1.4.D.17
Explain the role of historical symbols, monuments, and holidays and how
they affect the American identity.
Page 44
9.1.4.F.1
9.2.4.B.1
Technology
8.1.4.A.1
Understand how to use digital tools for appropriate applications
8.1.4.A.3
8.1.4.A.4
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
What is an immigrant?
What are some reasons why groups of people may have voluntarily, or
involuntarily immigrated to America?
What are some challenges that immigrants faced?
How did the American identity evolve over time?
What is the importance of historical symbols/monuments (Statue of Liberty,
Eagle, Lincoln Memorial, Flag, etc.) related to the American identity?
ASSESSMENTS
Teacher Observation
Quizzes
Unit Assessments
Create a poster or slideshow presentation about one historical symbol/monument
in America.
Page 45
UNIT OBJECTIVES
Students will be able to:
Identify who an immigrant is.
Identify examples of civil rights, which were violated that led to the emigration of
people from their native country to America.
Discuss reasons why various groups of people voluntarily, or involuntarily
immigrated to America.
Identify challenges that immigrants faced. (i.e. language barriers, housing,
employment, financial matters, biases)
Discuss how the American identity evolved over time.
Recognize and explain the importance of specific historical symbols and
monuments in relation to the American identity.
Page 46
Use digital tools to create multimedia presentations and display data (i.e.
Discovery Board, Powerpoint, Google Slide Show)
RESOURCES
Page 47
6.1.4.A.1
Explain how rules and laws created by community, state, and national
governments protect the rights of people, help resolve conflicts, and
promote the common good.
6.1.4.A.4
Explain how the United States government is organized and how the
United States Constitution defines and limits the power of government.
6.1.4.A.5
6.1.4.A.6
Explain how national and state governments share power in the federal
system of government.
6.1.4.A.7
6.1.4.A.8
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 civic
responsibilities at the community, state, national, and global levels.
Page 48
6.1.4.A.15
Explain how and why it is important that people from diverse cultures
collaborate to find solutions to community, state, national, and global
challenges.
6.3.4.A.1
6.3.4.A.2
9.2.4.A.1
9.2.4.A.4
Understand the role that taxes and employee benefits effect income
9.2.4.B.1
Technology
8.1.4.A.1
Understand how to use digital tools for appropriate applications
8.1.4.A.3
8.1.4.A.4
ENDURING UNDERSTANDINGS
The United States government is organized into three branches, with each
branch holding different roles and responsibilities.
Page 49
The United State government works together to function at the community, state,
and national levels to create laws to protect U.S. citizens.
ESSENTIAL QUESTIONS
ASSESSMENTS
Teacher Observation
Quizzes
Unit Assessments
Create a poster, or a slideshow presentation about the three branches of
government
UNIT OBJECTIVES
Students will be able to:
Recognize and discuss the importance of key historical events in relation to
todays government and citizenship.
Signing of the Declaration of Independence
The Constitution
The Bill of Rights
Identify the contributions made by famous American leaders toward the
development of the United States government.
George Washington
Thomas Jefferson
Benjamin Franklin
James Madison
Identify the three branches of the United States government.
Oradell
and
River
Edge
Public
School
Districts
Social
Studies
K
6
RE
BOE
Approved
07/29/15
OPS
BOE
Approved
08/19/15
Page 50
Page 51
RESOURCES
Page 52
Explain how and why it is important that people from diverse cultures
collaborate to find solutions to community, state, national, and global
challenges.
6.1.4.A.16
6.3.4.D.1
6.1.4.D.13
6.1.4.D.15
Explain how various cultural groups have dealt with the conflict between
maintaining traditional beliefs and practices and adopting new beliefs and
practices.
6.1.4.D.18
Explain how an individuals beliefs, values, and traditions may reflect more
than one culture.
6.1.4.D.19
6.1.4.D.20
Page 53
Technology
8.1.4.A.1
Understand how to use digital tools for appropriate applications
8.1.4.A.3
8.1.4.A.4
ENDURING UNDERSTANDINGS
ESSENTIAL QUESTIONS
How do national leaders and international leaders bring people and nations
together in times of need?
What are some actions that are unfair, or discriminatory to people from other
cultures?
How are different cultures expressed through or influenced by behavior?
What are some examples of peoples beliefs, values, and traditions, and how do
they reflect more than one culture?
What is the difference between traditional and modern culture?
Why is it important to understand the perspectives of other cultures in our
interconnected world?
Page 54
ASSESSMENTS
Teacher Observation
Quizzes
Unit Project-based Assessments (i.e. Country research project or informational
writing piece)
Create a slideshow presentation about a world community
UNIT OBJECTIVES
Students will be able to:
Identify different world communities.
Understand that world communities have many differences and similarities.
Recognize that people in world communities used legends, folktales, oral
histories, biographies, autobiographies, and historical narratives to transmit
values, ideas, beliefs, and traditions.
Identify reasons why people from diverse cultures need to work together in
community.
Identify ways national leaders and international leaders bring people and nations
together in times of need.
Recognize actions that are unfair, or discriminatory to people from other cultures.
Tell how different cultures are expressed through or influenced by behavior.
Explain why some peoples beliefs, values, and traditions reflect more than one
culture.
Identify examples of a countrys cultural traditions.
Differentiate between traditional and modern culture.
Recognize the importance of understanding the perspectives of other cultures in
our interconnected world.
Work in groups in cooperative roles to complete and/or share class project on
culture
Page 55
Students will choose a world community they would like to learn more about.
They will research the world community at home and at school using books and
the internet. Students will use the information to create a project or a slideshow
presentation about their world community. They will also use the information to
write a nonfiction text in Writing Workshop
Examine and evaluate conflict resolution strategies used in government and in
events throughout history
Understand the different cultural perspectives of people throughout the world
Participate in various fundraising and service learning projects throughout the
year
Use digital tools to create multimedia presentations and display data
RESOURCES
Page 56
6.1.4.B.6
6.1.4.B.7
Explain why some locations in New Jersey and the United States are
more suited for settlement than others.
Relate advances in science and technology to environmental concerns,
and to actions taken to address them.
6.1.4.B.9
9.1.4.C.1
9.1.4.D.3
9.1.4.E.1
9.1.4.F.1
9.2.4.A.1
9.2.4.B.1
Page 57
8.1.4.A.3
8.1.4.E.3
ENDURING UNDERSTANDINGS
ASSESSMENTS
Teacher Observation
Tests
Quizzes
Daily Geography
Create an imaginary map of a town using legend, compass rose, map scale and
geographical features
ESSENTIAL QUESTIONS
What are the most prominent types of maps used and what type of information
can you find when reading these maps?
How are lines of longitude and latitude used to determine locations on a
globe/map using coordinates.
Where is the Prime Meridian and Equator and how do these lines of latitude
separate the hemispheres as well as time zones.
How do landforms, climate, weather and availability of resources impact where
and how people live/work in different regions of the United States?
How does human interaction impact the environment in New Jersey and the
United States?
Page 58
How are the different regions in the United States characterized by culture,
economics, politics, and physical environment that contribute to the concept of
regionalism?
Why are some locations in New Jersey and the United States more suited for
settlement than others?
How do the advances in science and technology relate to environmental
concerns, and what actions are taken to address them?
UNIT OBJECTIVES
Students will be able to
Locate given places on a map using a compass rose consisting of cardinal and
intermediate directions
Locate countries and continents using longitude and latitude coordinates
Determine the location of the Prime Meridian and Equator and understand how
this separates the hemispheres
Recognize that the United States is divided into 6 regions (West, Southwest,
Southeast, Northeast, Arctic & Midwest) and identify the physical attributes of
each region
Tell how these different regions characteristics influence the culture, economics,
and politics and how they contribute to regionalism
Use a physical map to determine the basic geography of a given area including
lakes, rivers, islands, peninsulas and mountains
Compare and contrast the characteristics of urban and rural settlements
Research the advances in science and technology and understand how they
have an impact on environmental concerns
Page 59
RESOURCES
Page 60
Describe how the influence of Native American groups, including the Lenni
Lenape culture, is manifested in different regions of New Jersey.
6.1.4.D.16
6.1.4.D.17
Explain the role of historical symbols, monuments, and holidays and how
they affect the American identity.
6.3.4.D.1
9.1.4.C.1
9.1.4.D.3
9.1.4.E.1
9.1.4.F.1
9.2.4.B.1
9.2.4.E.1
Page 61
Technology
8.1.4.A.1
Understand how to use digital tools for appropriate applications
8.1.4.A.2
8.1.4.A.3
8.1.4.E.3
ENDURING UNDERSTANDINGS
The social hierarchy of the Native Americans parallels our lifestyle today.
Native American cultural celebrations are emulated in our society.
ASSESSMENTS
Teacher Observation
Triorama
Tests
Quizzes
Locate the areas of migration by coloring a map of United States using accurate
colors to depict travel routes
Group Presentation of specific Native American Group
Create a week long diary/scrapbook/newspaper depicting life as a Native
American child
ESSENTIAL QUESTIONS
How did the European Colonization impact the Native American Populations?
How is the culture of these different Native American groups expressed through
behavior and how does folklore contribute to national heritage?
What were the influences of these Native American groups and how is each
manifested in different regions of New Jersey as well as the United States?
What were the struggles between old and new cultural identity.
Why do stereotyping and prejudice lead to conflict; using examples from past and
present?
How does Native American folklore impact American identity?
Page 62
UNIT OBJECTIVES
Students will be able to
Explain how and why the Native Americans arrived in North America
Understand how the European colonization impacted the Native American
population
Describe how our past actions towards Native Americans could be considered
discriminatory and how this could be related to present day actions (bullying)
Evaluate how the environment affected the food, housing, clothing and lifestyles
of the Eastern Woodlands- Lenape (required), Pacific Northwest (Tlingit,
Chinooks, Makahs), Arctic (Inuit) Plains ( Sioux, Mandans, Kiowas) and
Southwest (Navajo, Hopi or Pueblo)
Describe the influence that each Native American group had on the culture of
New Jersey as well as the United States
Understand how Native American folklore/tradition has impacted American
identity today
RESOURCES
Page 63
6.1.4.C.12
6.1.4.D.2
6.1.4.D.7
6.1.4.D.8
9.1.4.C.1
9.1.4.D.3
9.1.4.E.1
9.1.4.F.1
9.2.4.B.1
Page 64
8.1.4.A.3
8.1.4.E.3
ENDURING UNDERSTANDINGS
New Jersey played a pivotal role in the American Revolution as a result of its
geographical location and natural resources.
New Jersey was the home to many important leaders that contributed to the
formation of the nation.
ASSESSMENTS
Teacher Observation
Make a travel brochure/poster highlighting New Jerseys best assets
Quiz
ESSENTIAL QUESTIONS
How did the different characteristics of each New Jersey region including factors
like geography, natural resources, climate, transportation, technology, and/or the
labor force play a role regarding economic opportunities.
How has the development of different transportation systems impacted the
economies of New Jersey?
What key events lead to the creation of New Jersey?
How did Governor William Livingston play an integral role in the development of
the New Jersey government?
What was the significance of New Jerseys role in the American Revolution?
What was the impact of the trans-Atlantic slavery on New Jersey?
UNIT OBJECTIVES
Students will be able to
Name, locate, and differentiate between New Jerseys physical regions
Oradell
and
River
Edge
Public
School
Districts
Social
Studies
K
6
RE
BOE
Approved
07/29/15
OPS
BOE
Approved
08/19/15
Page 65
RESOURCES
Textbook: Silver Burdett and Ginn New Jersey Today, Yesterday, and Tomorrow
Voices of Colonial New Jersey (National Geographic)
http://www.gti.net/mocolib1/kid/njhistory.html
Cartoon History of the Exploration of New Jersey
http://www.state.nj.us/hangout_nj/images_cartoon/exall.pdf
Colonial Life: Childrens Press
Voices of Colonial New Jersey
Page 66
6.1.4.A.3
6.1.4.A.4
Explain how the United States government is organized and how the
United States Constitution defines and limits the power of government.
6.1.4.A.9
Page 67
6.1.4.D.5
6.1.4.D.6
9.1.4.C.1
9.1.4.D.3
9.1.4.E.1
9.1.4.F.1
9.2.4.A.4
Understand the role that taxes and employee benefits effect income
9.2.4.B.1
9.2.4.E.1
Technology
8.1.4.A.1
Understand how to use digital tools for appropriate applications
8.1.4.A.2
8.1.4.A.3
8.1.4.E.1
8.1.4.E.2
Evaluate the accuracy of, relevance to, and appropriateness of using print
and non-print electronic information sources to complete a variety of tasks.
Page 68
8.1.4.E.3
ENDURING UNDERSTANDINGS
New settlers came to this county for prosperity and religious freedom.
There is a need for government in order for people to live together harmoniously.
Negotiations and land rights between Native Americans and settlers resulted in
conflict.
ASSESSMENTS
Teacher Observation
Tests
Quizzes
Presentations
Slide Show presentation on a specific explorer
ESSENTIAL QUESTIONS
How are the forms of governance, belief systems, and family structures different
or similar to that of the African, European, and Native American groups?
What were the reasons that the major groups migrated to different areas during
colonization?
What were the settlement patterns of the Native American groups like during
colonization and how did these patterns affect interactions in different regions of
the Western Hemisphere.
What were the major reasons of exploration and tell how land and water routes
were successful?
What is the purpose or role of trade and how does trade function in society?
How did gender roles, religion, values, cultural practices, and political systems
impact the Native American groups as well as the early Americans during
colonization?
What is the purpose of the Bill of Rights and how does this promote fairness and
equality amongst citizens?
What was the purpose of the US Constitution?
What are the branches of government and how do they contribute to a
functioning society?
How is the United States government organized and how does the Constitution
limit the power of government?
What is the process of immigrants becoming citizens?
Page 69
UNIT OBJECTIVES
Students will be able to
Compare and contrast the life styles between Native Americans, Africans and
Europeans
Understand and examine the settlement patterns of the Native Americans during
colonization and tell how the patterns affected interactions amongst the Western
Hemisphere
Identify reasons why Native Americans migrated to certain areas
Determine the reasons for exploration and describe the most common land and
water routes used
Describe how science and technology helped transition societies agriculturally
and industrially
Understand how trade contributes to a successful society
Describe how gender roles, religion, values, cultural practices, and political
systems impacted the Native American groups as well as the early Americans
during colonization
Understand how the colony became an English colony
Explain the branches of the United States Government
Explain the purpose of the Bill of Rights and Constitution
Understand the steps in which immigrants become Americans
Determine what a representative democracy is and how one can be an active
participant
Identify the specific contributions of George Washington, Thomas Jefferson, and
Benjamin Franklin then tell how these contributions led to the development of the
United States government
Understand the role of propagandas influence on perspective
Page 70
RESOURCES
Page 71
9.1.4.D.3
9.1.4.F.1
9.2.4.A.1
9.2.4.A.4
Understand the role that taxes and employee benefits effect income
9.2.4.B.1
Page 72
Technology
8.1.4.A.1
Understand how to use digital tools for appropriate applications
8.1.4.D.1
ENDURING UNDERSTANDINGS
ASSESSMENTS
ESSENTIAL QUESTIONS
How did the governance, belief systems, and family structures among African,
European, and Native American groups influence the colonization of North
America?
How did the existing trade routes in Europe and Asia lead to the need for
alternative approaches?
How did the innovations in science, religion, and technology impact European
exploration?
Why was trade so essential to the economic culture of European countries?
How did interactions among African, European, and Native American groups
begin a cultural transformation in North America?
What are examples of how the Colombian Exchange impacted the ecology,
agriculture, and culture in the New World and Europe?
UNIT OBJECTIVES
Students will be able to:
Explain the reasons why different groups immigrated to the New World.
Identify two reasons why the Europeans wanted to find an all-water route to Asia.
Page 73
Explain the contributions of Prince Henry the Navigator to the Age of Exploration
and Discovery.
Identify three technological innovations that led to future discoveries in the New
World.
Identify three major trade items that the Europeans desired from Asia.
Evaluate the importance of Columbus New World voyages.
Describe the goals and accomplishments of Spanish, French, English, Dutch
explorers (Hudson, Verrazano, Cabot, Cortes, Cartier, Magellan, Vespucci,
Pizarro, Marco Polo, Ponce de Leon, de Soto, Coronado, Champlain, Dias, and
de Gama).
Compare/Contrast the relationships Spanish, French, and English explorers had
with the Native Americans.
List three ecological, agricultural, or cultural exchanges between the European
explorers and Native Americans.
Page 74
RESOURCES
History Alive
Trade books
http://mrnussbaum.com/
http://bowenpeters.weebly.com
https://www.youtube.com/user/MrZoller
http://brainpop.com
http://superteacherworksheets.com
http://discoveryeducation.com
Explorer Graphic Organizer
Weekly Reader: Christopher Columbus
Explorer Webquest
Age of Exploration SMARTboard File
Age of Exploration Powerpoint
Columbian Exchange Interactive Map
Unit Vocabulary Flashcards
Online textbook
Internet resources
Assorted DVDs
Page 75
Page 76
9.1.4.D.3
9.1.4.D.3
9.1.4.F.1
9.2.4.A.1
9.2.4.A.4
Understand the role that taxes and employee benefits effect income
9.2.4.B.1
Technology
8.1.4.A.1
Understand how to use digital tools for appropriate applications
8.1.4.D.1
ENDURING UNDERSTANDINGS
The people from France, Spain, the Netherlands, and England changed,
adapted, and evolved in different ways upon their arrival in the New World.
The colonization of America was achieved through religious, economic, and
social hardships.
ASSESSMENTS
ESSENTIAL QUESTIONS
How did the prospect of religious freedom and participatory government affect
immigration to the colonies?
How did early government structures in North America evolve into a democraticstyle of government?
Page 77
How did race, gender, and status affect the social, economic, and political
opportunities during Colonial times?
How did the geographical components (land forms, climate, agricultural benefits,
and access to waterways) of the colonies impact emigration, settlement patterns,
and regional identities?
Why did the search for natural resources result in conflict and cooperation among
European countries and Native American groups in the New World?
How important was the use of slavery and indentured servitude to colonial labor
systems?
What was the difference between slavery and indentured servitude?
What are the principles of mercantilism based on?
Why was mercantilism so essential to expanding the economies between the
colonies and European countries?
What were the economic benefits of the triangular trade routes and the role it
played in continuing the slave trade?
How did the prospect over land acquisition in the New World lead to further
conflict between European countries?
How were the migratory experiences of Native Americans and Africans different
than other colonists?
UNIT OBJECTIVES
Students will be able to:
List the 13 Colonies and provide a reason for their settlement.
Understand how religious persecution and the prospect of religious freedom
motivated Europeans to colonize America.
Compare/Contrast participatory government in the 13 Colonies to the modern
government system in the United States.
Discuss the lack of opportunities for women and African Americans in colonial
government, business, and social settings.
Identify the three regions of the 13 Colonies.
Analyze the ways European colonists adapted to and modified their environment
to meet basic needs.
Identify the resources French, Spanish, and British settlers sought and describe
how it affected their relationships with the Native Americans.
Explain the role of slavery in an agricultural society and Spain and Great Britain
continual dependence upon the system.
Compare/Contrast the similarities and differences between slavery and
indentured servitude and reflect upon permanency of slavery.
Define mercantilism and its effect upon the 13 Colonies.
Cite an example of mercantilism between the 13 Colonies and Great Britain.
Oradell
and
River
Edge
Public
School
Districts
Social
Studies
K
6
RE
BOE
Approved
07/29/15
OPS
BOE
Approved
08/19/15
Page 78
Page 79
Travel Brochure- students research life in a specific colony and create a travel
brochure enticing others to settle there.
Determine a best form of government based on past experiences
Work in groups for project-based learning
Recognize the perspectives of different stakeholders
Use digital tools to research historical biographies and present information
Examine the ethical behaviors of leaders and the documents created that
promoted fairness
Explore current event stories on financial literacy
Participate in service learning/fundraising activities
Apply technology to enhance meaning, communication and productivity in
accordance to the Acceptable Use Policy
RESOURCES
History Alive
Trade books
http://mrnussbaum.com/
http://bowenpeters.weebly.com
https://www.youtube.com/user/MrZoller
http://brainpop.com
http://superteacherworksheets.com
http://discoveryeducation.com
Roanoke: The Lost ColonyAn Unsolved Mystery from History by Jane Yolen
If You Lived in Colonial Times by Ann Mcgovern
A Lion to Guard Us by Clyde Robert Bulla
Online textbook
Unit Vocabulary Flashcards
13 Colonies Quiz
13 Colonies Research
Internet resources
Assorted DVDs
Page 80
9.1.4.D.3
9.1.4.D.3
9.1.4.F.1
9.2.4.A.1
9.2.4.A.4
Understand the role that taxes and employee benefits effect income
9.2.4.B.1
Page 81
Technology
8.1.4.A.1
Understand how to use digital tools for appropriate applications
8.1.4.D.1
ENDURING UNDERSTANDINGS
The English colonies evolved into several different groups based on their views
of the Crown, ultimately resulting in the American Revolutionary War.
The Declaration of Independence is an enduring model for those who strive to
seek freedom and independence.
ASSESSMENTS
ESSENTIAL QUESTIONS
How did the end of the Seven Years War impact Frances influence in the New
World?
What was Great Britains approach to paying off the war debt accumulated during
the French and Indian War?
How did various groups in the colonies respond to taxation without
representation?
What were the basic rights of man Jefferson included in the Declaration of
Independence?
To what extent were the basic rights of man fulfilled for African Americans,
women, and Native Americans during this time period?
Why did the Founding Fathers find it necessary to write the Declaration of
Independence?
How did the basic rights of man set forth a foundation for the evolution of
democracy in America?
Why was George Washington a unanimous choice to become the Commander in
Chief of the Continental Army?
Who were the Founding Fathers of the United States?
How important were the contributions of foreign allies before and during the
American Revolution?
Page 82
UNIT OBJECTIVES
Students will be able to:
Using a visual aide, compare/contrast North America before and after the French
and Indian War.
Analyze the causes and effects of the Proclamation of 1763, the Sugar Act, the
Stamp Act, the Intolerable Acts, the Tea Act, and the Coercive Acts.
Analyze the causes and effects of the Stamp Act Congress, Boston Massacre,
the Boston Tea Party, the Committees of Correspondence, the First Continental
Congress, and Second Continental Congress.
Identify the four major components of the Declaration of Independence:
preamble, the statement of rights of man (life, liberty, and pursuit of happiness),
grievances against the king, and the statement of independence.
Identify four major signers and their respective colony from the Declaration of
Independence.
Discuss the extent of the basic rights of man fulfilled for African Americans,
women, and Native Americans from the Declaration of Independence.
Analyze the impact of the Battle of Lexington and Concord upon the creation of
the Declaration of Independence.
Compare/contrast the basic rights of man to modern democracy.
Describe the qualities and qualifications John Adams used in nominating George
Washington to be commander in chief of the Continental Army.
Letter to the Editor project; Students will write two Letters to the Editor as
colonial Bostonians, one as a Loyalist and one as a Patriot, explaining their
sides position and why they take those positions.
Discuss the concept of point of view (or bias) in regards to the Boston
Massacre using the Revere engraving and other engravings of the event.
Protest or support the Stamp Act, the Sugar Act, or the Intolerable Acts in poster
or written form.
Explain the meaning of the phrase No Taxation without Representation in
written or oral form.
Build a timeline of the major battles of the American Revolution.
Create a cause and effect chart linking the events of the American Revolution.
Work in groups to summarize specific portions of the Declaration of
Independence and report their findings back to a home group.
Create a political cartoon with either a Patriot or Loyalist point of view.
Write a News Story- Imagine youre in 1776 and youre a newspaper reporter in
Philadelphia. On July 8th, you attend the first public reading of the Declaration of
Independence. Write a news story about the event and the reactions of those
present.
Understand causes of conflicts and how the same causes are reflected
throughout history
Page 83
RESOURCES
History Alive
Trade books
http://mrnussbaum.com/
http://bowenpeters.weebly.com
https://www.youtube.com/user/MrZoller
http://brainpop.com
http://superteacherworksheets.com
http://discoveryeducation.com
Boston Massacre Mystery
Unit Vocabulary Flashcards
Online textbook
Political Cartoons
If You Lived at the Time of the American Revolution by Kay Moore
And Then What Happened, Paul Revere? by Jean Fritz
Let It Begin Here!: Lexington and Concord by Dennis Brindell Fradin
Will You Sign Here, John Hancock? by Jean Fritz
History Pockets: Colonial America, Grades 4-6+
Internet resources
Assorted DVDs
Page 84
Analyze from multiple perspectives how the terms of the Treaty of Paris
affected United States relations with Native Americans and with European
powers that had territories in North America.
9.1.4.D.3
9.1.4.D.3
9.1.4.F.1
9.2.4.A.1
Page 85
9.2.4.A.4
Understand the role that taxes and employee benefits effect income
9.2.4.B.1
Technology
8.1.4.A.1
Understand how to use digital tools for appropriate applications
8.1.4.D.1
ENDURING UNDERSTANDINGS
George Washingtons military leadership was a key factor in winning the war for
independence.
The Continental Army endured despite their inexperience, lack of supplies, and
enlistment size.
ASSESSMENTS
ESSENTIAL QUESTIONS
How did the geography of the 13 Colonies play a significant role in the military
strategy of the American Revolution?
What key events in New Jersey proved to be essential for Washington and the
Continental Army?
How did Washingtons military strategies eventually win the war?
How did Benjamin Franklins relationship with the French help the American
cause?
What key roles did Lafayette, von Steuben, Pulaski, and Kosciuszko play in the
American Revolution?
How did recruiting African Americans for both sides play an integral role in the
war?
What advantages/disadvantages motivated African Americans to choose sides?
Page 86
What key roles did Deborah Sampson, Betsy Ross, Abigail Adams, Lydia
Darragh, Molly Pitcher, and Phyllis Wheatley play in the American Revolution?
How were the Native American tribes conflicted over the decision to support or
oppose Independence?
How did the American Revolution impact the economy in the 13 Colonies?
What were the terms of the Treaty of Paris of 1783?
Compare/Contrast the gains and losses of Great Britain and the United States
after the Treaty of Paris.
What losses did the Native Americans experience due to the Treaty of Paris?
UNIT OBJECTIVES
Students will be able to:
Analyze the significance of different geographical features in the colonies during
the Revolutionary War and their role in determining military strategy.
Summarize the key events (Retreat from Fort Lee, the Battle of Trenton, and the
Battle of Monmouth) in New Jersey during the American Revolution.
Compare/Contrast the different military strategies that Washington utilized
compared to the British use of total warfare.
Identify the Battle of Saratoga as the turning point at which the French agreed to
help Benjamin Franklin and the American cause.
Identify and summarize the contributions of the American foreign allies.
Recognize the service of African Americans in the Continental and British army
and what factors motivated them to join their respective sides.
Identify and summarize the contributions of women during the American
Revolution.
Compare/Contrast the role of various Native American tribes to support or
oppose independence.
Examine graphic aides to draw inferences and conclusions regarding the
economic status of the 13 Colonies before, during, and after the American
Revolution.
List the terms of the Treaty of Paris of 1783 and reflect upon the impact it had
upon Loyalists.
Compare/Contrast visual aides displaying American borders prior to and after the
American Revolution.
Discuss the loss of Native American homelands as it relates to the Treaty of
Paris.
Battlefield Project- students research a specific battle, record data regarding the
casualties, wounded, and captured, and write a summary.
ABC Book of the Revolution
Page 87
RESOURCES
History Alive
Trade books
http://mrnussbaum.com/
http://bowenpeters.weebly.com
https://www.youtube.com/user/MrZoller
Page 88
http://brainpop.com
http://superteacherworksheets.com
http://discoveryeducation.com
http://www.washingtonsworld.org/
http://www.mission-us.org/
Libertys Kids DVD Collection or Youtube
John Adams HBO Series
Online textbook
American Revolution Powerpoint
Battlefield Math Research
Biography Research
My Brother Sam Is Dead by Christopher Collier
The Fighting Ground by Avi
George vs. George: The American Revolution As Seen from Both Sides by
Rosalyn Schanzer
Cant You Make Them Behave, King George? by Jean Fritz
Liberty or Death: The American Revolution by Betsy Maestro
History Pockets: The American Revolution Grade 4-6+
Internet resources
Assorted
Page 89
Determine why the Alien and Sedition Acts were enacted and whether
they undermined civil liberties.
6.1.8.A.3.F
6.1.8.A.3.G Evaluate the impact of the Constitution and Bill of Rights on current day
issues.
6.1.8.D.3.G Evaluate the extent to which the leadership and decisions of early
administrations of the national government met the goals established in
the Preamble of the Constitution.
6.1.8.B.3.B Determine the extent to which the geography of the United States
influenced the debate on representation in Congress and federalism by
examining the NJ and VA plans.
6.3.8.A.1
6.3.8.A.2
Page 90
9.1.4.D.3
9.1.4.F.1
9.2.4.A.1
9.2.4.A.4
Understand the role that taxes and employee benefits effect income
9.2.4.B.1
Technology
8.1.4.A.1
Understand how to use digital tools for appropriate applications
8.1.4.D.1
8.1.8.C.1
8.1.8.E.1
8.2.8.A.1
Page 91
ENDURING UNDERSTANDING
The Patriots explored different evolutionary avenues and eventually wrote the
Constitution and became Americans.
ESSENTIAL QUESTIONS
UNIT OBJECTIVES
Students will be able to
Describe the events that led up to the Constitution
Discuss the Constitutional Convention and its influence on the Democratic process
Explain the Great Compromise and its significance in the representative
government
Discuss the formation of the nations first political parties
Identify the individual members of the first presidential cabinet and their
contributions
Explain the individual rights of every American citizen as guaranteed in the Bill of
Rights
Page 92
ASSESSMENTS
Quizzes/Tests
Teacher Observations
Projects
Presentations
End of the Chapter Review
Page 93
RESOURCES
Page 94
9.1.4.D.3
9.1.4.D.3
9.1.4.F.1
9.2.4.A.1
Page 95
9.2.4.A.4
Understand the role that taxes and employee benefits effect income
9.2.4.B.1
Technology
8.1.4.A.1
Understand how to use digital tools for appropriate applications
8.1.4.D.1
ENDURING UNDERSTANDING
The expansion of the American culture brought with it both negative and positive
consequences. Geography has a dramatic impact on a peoples social, political,
and economic life.
ESSENTIAL QUESTIONS
UNIT OBJECTIVES
Students will be able to
Analyze how the United States expanded beyond the Mississippi River and
identify lands included in the Louisiana Purchase
Analyze the growth of Democracy in the United States in the 1800s
Describe major events throughout Andrew Jacksons presidency
Describe the Indian Removal Act
ASSESSMENTS
Quizzes/Tests
Teacher Observations
Page 96
Projects
Presentations
End of the Chapter Review
Page 97
Resources
http://schools.nyc.gov/NR/rdonlyres/EFC17F1D-835E-40C5-B2BE407D685C03D3/131879/NYCDOE_G7_LiteracySS_ManifestDestiny_Final.pdf
http://www.pbs.org/kera/usmexicanwar/educators/md2_commercial.html
http://smithsonianeducation.org/spotlight/elect.html
http://www.nea.org/tools/lessons/lewis-and-clark-expedition-grades-68.html
http://sheg.stanford.edu/louisiana-purchase
https://etown.digication.com/price_laura_senior_portfolio/Louisiana_Purch
ase_Lesson_Plan
Page 98
6.1.8.D.4.A Analyze the push-pull factors that led to increases in immigration, and
explain why ethnic and cultural conflicts resulted.
6.1.8.D.4.B Explore efforts to reform education, womens rights, slavery, and other
issues during the antebellum period.
21st Century Skills
9.1.4.A.1
Apply critical thinking and problem solving skills to solve problems
9.1.4.C.1
9.1.4.D.3
9.1.4.D.3
9.1.4.F.1
9.2.4.A.1
9.2.4.A.4
Understand the role that taxes and employee benefits effect income
Page 99
9.2.4.B.1
Technology
8.1.4.A.1
Understand how to use digital tools for appropriate applications
8.1.4.D.1
ENDURING UNDERSTANDING
ESSENTIAL QUESTIONS
UNIT OBJECTIVES
Students will be able to.
Analyze the changes in the United States brought about by the Industrial
Revolution-education, womens rights, slavery, etc.
Analyze how mass production affected the social interaction and economy in the
United States
Discover and explain the work of Harriet Tubman, Elizabeth Cady Stanton, other
defenders of the rights of both women and slaves
Oradell
and
River
Edge
Public
School
Districts
Social
Studies
K
6
RE
BOE
Approved
07/29/15
OPS
BOE
Approved
08/19/15
Page 100
ASSESSMENTS
Quizzes/Tests
Teacher Observations
Projects
Presentations
End of the Chapter Review
Page 101
Examine the ethical behaviors of leaders and the documents created that
promoted fairness
Explore current event stories on financial literacy
Participate in service learning/fundraising activities
Apply technology to enhance meaning, communication and productivity in
accordance to the Acceptable Use Policy
RESOURCES
http://www.thehenryford.org/education/erb/2009NEHMiddleSchoolLessonPl
anBooklet.pdf
http://www.brainpop.com/educators/community/bp-topic/industrialrevolution/
http://www.brighthubeducation.com/middle-school-history-lessons/38992teaching-the-industrial-revolution-with-dr-seuss/
http://www.pbs.org/wgbh/theymadeamerica/whomade/lowell_hi.html
http://www.ushistory.org/us/25d.asp
http://www.history.com/topics/andrew-carnegie
http://www.americaslibrary.gov/aa/carnegie/aa_carnegie_phil_1.html
http://www.readwritethink.org/classroom-resources/calendar-activities/thisdate-1901-andrew-20457.html
http://www.pbs.org/wgbh/americanexperience/features/biography/rockefell
ers-john/
http://www.history.com/topics/john-d-rockefeller
http://www.tolerance.org/lesson/women-s-suffrage
http://teacher.scholastic.com/activities/suffrage/
http://www.glencoe.com/sites/common_assets/socialstudies/immigration/a
ctivities_middle_school.htm
http://www.polkfl.net/staff/teachers/tah/documents/turningpoints/lessons/c-ImmigrationKendrick.pdf
Page 102
6.3.8.D.1
Page 103
9.1.4.D.3
9.1.4.D.3
9.1.4.F.1
9.2.4.A.1
9.2.4.A.4
Understand the role that taxes and employee benefits effect income
9.2.4.B.1
Technology
8.1.4.A.1
Understand how to use digital tools for appropriate applications
8.1.4.D.1
ENDURING UNDERSTANDING
ESSENTIAL QUESTIONS
How and why are the Emancipation and Gettysburg Address continuing to impact
American life?
How did the approaches of Congress and Presidents Lincoln and Johnson
toward the reconstruction of the south compare and contrast?
How did the roles of geography, natural resources, demographics, transportation
and technology affect the outcome Civil War?
What was the human impact and material costs of the Civil War in both the north
and south?
Page 104
UNIT OBJECTIVES
Students will be able to
Describe and analyze Lincolns reasons and views on the writing of an order to
free the slaves
Summarize the Emancipation Proclamation & the Gettysburg Address and
explain how these continue to impact citizens
Analyze the Gettysburg address and its impact on the Civil War
Compare and contrast the approaches demonstrated by Congress, Lincoln, and
Johnson of the Reconstruction of the south
Describe the roles geography, natural resources, demographics, transportation
and technology had on the outcome of the Civil War
Evaluate the success and failures of Reconstruction
Describe the key differences between the north and south as well as conflicting
attitudes, which led to increased tension
Explain how the battles affected the outcome of the war
Evaluate the roles of African-Americans, Native Americans and women in the
war and their impact on the United States
Describe the 13th, 14th and 15th amendments as well as their effectiveness
Debate/discuss elements associated with elections
ASSESSMENTS
Quizzes/Tests
Teacher Observations
Projects
Presentations
End of the Chapter Review
Page 105
Page 106
C) Johnsons plans
D) Congressional plans
E) Sharecropping, the Freedmans Bureau, and the new role of
African- Americans
Identify the national leaders who emerged during this conflict... for example,
Lincoln, Davis, Lee and Grant.
Understand causes of conflicts and how the same causes are reflected
throughout history
Work in groups for project-based learning
Recognize the perspectives of different stakeholders
Use digital tools to research historical biographies and present information
Examine the ethical behaviors of leaders and the documents created that
promoted fairness
Explore current event stories on financial literacy
Participate in service learning/fundraising activities
Apply technology to enhance meaning, communication and productivity in
accordance to the Acceptable Use Policy
Resources
http://www.teach-nology.com/worksheets/soc_studies/civil/
http://www.nea.org/tools/lessons/presidents-day-grades-6-8.html
http://www.abrahamlincolnonline.org/lincoln/education/curriculum.htm
http://www.pbs.org/civilwar/classroom/lesson_lincoln.html
http://docsteach.org/activities/search?mode=browse&menu=open&era%5B%5D=
civil-war-and-reconstruction
http://www.scholastic.com/teachers/activity/reconstruction-history-mysteryactivity
http://www.civilwar.org/education/teachers/lesson-plans/
http://www.scholastic.com/teachers/activity/civil-war-dear-america-activity
http://www.pbs.org/civilwar/classroom/activities.html
http://www.civilwar.org/education/teachers/curriculum/civil-war-curriculum/middleschool/effects-of-the-war/
Page 107
District boards of education shall be responsible for developing for all students with disabilities
educational programs aligned with the CCCS with appropriate accommodations, instructional
adaptations, and/or modifications as determined by the IEP or 504 team.
District boards of education shall develop appropriate curricular and instructional modifications
used for gifted and talented students indicating content, process, products, and learning
environment.
District boards of education shall be responsible for developing for ELLs English language
assistance programs that are aligned to the CCCS and the English language development
standards.
District boards of education shall provide the time and resources to develop, review, and
enhance interdisciplinary connections, supportive curricula, and instructional tools for helping
students acquire required knowledge and skills. The tools include, but are not limited to:
i. A pacing guide;
ii. A list of core instructional materials, including various levels of texts at each grade
level;
iii. Benchmark assessments; and
iv. Modifications for special education students, for ELLs in accordance with N.J.A.C.
6A:15, for students at risk of school failure, and for gifted students.
Page 108
Content Area Unit Name
Elementary,
Middle,
and
High
School
Social
Studies:
This
curricular
addendum
provides
educators
with
clarifications,
connections,
resources,
and
adaptations
to
meet
the
needs
of
varied
learners,
K-12.
The
NJCCCS
in
Social
Studies
provide
educators
with
identification
of
required
content,
skills,
values
and
dispositions
essential
to
build
curricula.
This
document
is
an
extension
to
NJCCCS,
ensuring
dynamic,
rigorous,
and
diverse
instructional
approaches
distinct
to
the
social
studies
are
enacted
in
NJ
school
districts.
Interdisciplinary
Connections
(including WIDA standards
if applicable)
Social
studies
encompasses
a
broad
multidisciplinary
field
within
its
own
academic
area,
including
the
teaching
of
anthropology,
civics,
economics,
geography,
history,
political
science,
psychology
and
sociology.
The
NJCCCS
are
designed
to
integrate
four
core
social
studies
disciplines:
civics,
economics,
geography,
and
history.
These
interdisciplinary
connections,
as
a
result,
are
present
within
the
current
standards.
Interdisciplinary
connections
in
this
document
expand
outside
of
the
distinct
field
of
social
studies
into:
moral/social
education;
science,
mathematics,
and
technology;
and
literacy/language
arts.
Interdisciplinary
connections
are
framed
through
essential
questions
to
highlight
the
integration
of
content/skills
inherent
to
student
inquiries
in
social
studies.
Topics
are
bulleted
with
hyperlinked
resources
in
parenthesis.
Moral/social
education:
What
are
universal
ideas
and
problems
shared
across
humanity?
What
does
it
mean
to
be
a
citizen?
What
are
the
responsibilities
and
opportunities
for
active
citizenship?
What
ideals
and
actions
will
enhance
my
personal
development
and
the
Page 109
Science,
mathematics,
and
technology:
How
are
we
all
connected?
How
have
science
and
technology
changed
how
we
live
across
time?
How
can
study
of
data
inform
my
understanding
of
social,
political,
and
historical
phenomena?
Literacy
(narrative,
information,
argument,
and
media):
How
do
certain
texts
inform
our
understanding
of
social
studies
and
history?
How
can
social
studies
be
a
venue
to
express
and
communicate
our
ideas?
Page 110
Units
of
Study,
Argument
-
Teaching
Argumentative
Writing
General
Interdisciplinary
Resources
College,Career
and
Civic
Life
C3
Framework
WIDA
Standards
2012
Library
of
Congress
Core Instructional
Materials
including digital tools
Myriad
instructional
resources
are
available
to
educators
to
teach
social
studies
with
students
diverse
interests
and
needs
in
mind.
Several
resources
are
already
cited
in
this
curriculum
addendum.
The
below
lists
represents
current
and
prominent
instructional
resources
that
are
referenced
often
in
classrooms.
Digital
sources
are
hyperlinked.
Framework
for
College,
Career,
and
Civic
Life
(C3):
A
national
framework
for
planning
and
teaching
social
studies
curricula.
This
document
should
be
used
as
a
chief
complement
to
the
NJCCCS
(2014).
C3
Teacher
Blog
and
Professional
Community
National
Council
for
the
Social
Studies
Page 111
Reading
Like
an
Historian:
Stanford
History
Education
Group
National
Geographic
Education
Project
Citizen
National
Endowment
for
the
Humanities
History/Social
Studies
Lessons
NY
Times
Learning
Network
The following content statements can be integrated into any of the adopted Social Studies strands (A. Civics,
Government and Human Rights, B. Geography, People and the Environment, C. Economics, Invention, and
Technology, D. History, Culture and Perspectives.)
Page 112
8.1
Educational
Technology
As
teaching,
learning
and
curriculum
across
New
Jersey
evolves
to
better
meet
student
8.2
Technology
needs,
teachers
when
addressing
social
studies
topics
are
expected
to
integrate
the
Education,
adopted
8.1
Educational
Technology,
8.2
Technology
Education,
Engineering,
Design,
and
Engineering,
Design,
Computational
Thinking
-
Programming,
and
21st
Century
Skills
into
their
classroom
and
Computational
practice.
To
that
end,
teachers
will
be
expected
to
apply
the
following
anchor
standards
into
their
classroom
practice.
Thinking
-
Programming
The
following
content
statements
can
be
integrated
into
any
of
the
adopted
Social
Studies
strands
(A.
Civics,
Government
and
Human
Rights,
B.
Geography,
People
and
the
Environment,
C.
Economics,
Invention,
and
Technology,
D.
History,
Culture
and
Perspectives.)
8.1
Educational
Technology
Page 113
Advocate
and
practice
safe,
legal,
and
responsible
use
of
information
and
technology.
Demonstrate
personal
responsibility
for
lifelong
learning.
Exhibit
leadership
for
digital
citizenship.
Plan
strategies
to
guide
inquiry.
Locate,
organize,
analyze,
evaluate,
synthesize,
and
ethically
use
information
from
a
variety
of
sources
and
media.
Evaluate
and
select
information
sources
and
digital
tools
based
on
the
appropriateness
for
specific
tasks.
Process
data
and
report
results.
Identify
and
define
authentic
problems
and
significant
questions
for
investigation.
Plan
and
manage
activities
to
develop
a
solution
or
complete
a
project.
Collect
and
analyze
data
to
identify
solutions
and/or
make
informed
decisions.
Use
multiple
processes
and
diverse
perspectives
to
explore
alternative
solutions.
8.2
Technology
Education,
Engineering,
Design,
and
Computational
Thinking
-
Programming
The
following
content
statements
can
be
integrated
into
any
of
the
adopted
Social
Studies
strands
(A.
Civics,
Government
and
Human
Rights,
B.
Geography,
People
and
the
Environment,
C.
Economics,
Invention,
and
Technology,
D.
History,
Culture
and
Perspectives.)
Page 114
Pacing Guide
The
NJCCCS
in
Social
Studies
have
progress
indicators
that
cover
clusters
of
multiple
grades.
Local
districts,
as
a
result,
develop
curricular
scope
and
sequence
plans
that
meet
their
individual
community
needs
while
addressing
the
NJCCCS.
The
NJDOE
does
not
endorse
a
specific
pacing
guide
at
each
grade
level
for
this
reason.
However,
individual
schools
districts
must
show
evidence
of
creating
and
following
social
studies
pacing
plans
that
meet
the
NJCCCS.
Assessments
Social
Studies
assessments
like
other
content
area
assessments
should
be
a
natural
and
ongoing
part
of
the
teaching
and
learning
process.
The
more
authentic
the
assessment
process
is,
the
better
the
chance
that
students
will
see
the
interdisciplinary
connections
between
social
studies
and
other
areas
of
study,
as
well
as
the
role
of
social
studies
in
their
lives
as
citizens.
1. What
factors
should
be
considered
in
planning
for
assessment?
Content
mastery
(which
standards
are
being
assessed)
Page 115
Analysis
of
content
Skills
development
Connections
between
and
among
essential
learnings
Connections
between
the
past,
present,
and
the
future
Interdisciplinary
connections
Diversity
in
student
learning
styles
and
needs
Opportunities
for
democratic
participation
2. How
are
goals
of
instruction
and
assessment
related?
Are
the
goals
for
learning
actually
being
assessed?
To
what
degree
are
we
asking
students
to
extend
learning?
Can
students
transfer
their
learning
to
a
new
situation?
Does
the
assessment
reflect
what
is
valued
instructionally?
Does
the
assessment
benefit
the
learner
by
informing
teaching
practices?
Does
the
assessment
allow
for
a
variety
of
learners
to
demonstrate
their
understanding?
3. What
should
you
consider
as
you
develop
criteria
for
scoring?
How
many
ways
can
students
demonstrate
they
have
learned
the
material?
How
will
students
be
scored?
How
will
the
needs
of
a
variety
of
learners
be
addressed
with
this
assessment?
Does
the
scoring
tool
reflect
the
learning
goals?
4. What
are
the
most
constructive
assessment
designs
and
methods
for
social
studies
educators?
Performance
assessment
Authentic
assessment
Authentic
instruction
Portfolio
assessment
Page 116
Helpful
links:
Authentic
Assessments:
Working
definitions
of
AA,
Muller
Toolbox,
NEA
Toolbox,
21st
Century
Assessments,
Authentic
assessment
can
include
(but
are
not
limited
to)
the
following:
Observation
Argument
and
Research
Writing
Oral
history
(Smithsonian)
Discussion,
deliberations,
and
debates
(Deliberating
in
a
Democracy)
Performance
tasks
(UBD
description
of
performance
task;
Michigan
DOE)
Exhibitions
and
demonstrations
Portfolios
Journals
Self-
and
peer-evaluation
Project
Based
Learning
(overview)
Using
PBLs
in
Social
Studies,
Blogs,
Vlogs,
other
Web
2.0
tools
to
extend
beyond
classroom
walls
Virtual
Field
Trips
-
(article)
Performance
Based
Assessments
Clearinghouse
Page 117
Differentiation/Modifications
Curriculum
Differentiation
is
a
process
teachers
use
to
increase
achievement
by
improving
the
match
between
the
learners
unique
characteristics:
prior
knowledge,
cognitive
level,
learning
style,
motivation,
strength
or
interest
and
various
curriculum
components:
Nature
of
the
objective,
teaching
activities,
learning
activities,
resources
and
products.
This
broad
notion
applies
to
learners
from
a
diverse
range
of
abilities,
including:
Gifted
and
Talented,
English
Language
Learners,
Students
with
Disabilities,
and
Students
at
Risk
of
School
Failure.
The
social
studies
is
a
field
of
education
that
provides
educators
with
a
wealth
of
opportunities
for
differentiation,
but
also
real
challenges
of
meeting
the
needs
of
diverse
learners.
This
addendum
reveals
pathways
for
social
studies
differentiation
specific
to
four
distinct
student
populations.
Teachers can differentiate
Content:
What
we
teach
and
how
we
give
students
access
to
the
information
and
ideas
that
matter
Process:
How
students
come
to
understand
and
own
the
knowledge,
understanding,
and
skills
essential
to
a
topic
Product:
How
a
student
demonstrates
what
he
or
she
has
come
to
know,
understand
and
be
able
to
do
as
a
result
of
a
segment
of
study
According
to
students
Readiness-The current knowledge, understanding, and skill level a student has related to a particular sequence of learning
Interest-What a student enjoys learning about, thinking about, and doing
Learning Style-A students preferred mode of learning. It is influenced by learning style, intelligence preference, gender and culture
The NJ Social Studies Framework http://www.state.nj.us/education/archive/frameworks/socialstudies/chapter4.pdf contains an in-depth overview for
meeting the needs of diverse learners in Social Studies. Many of these content specific suggestions are classroom ready. Note: The Standard
notations in this framework document are not according to the 2014 Social Studies Standards.
Page 118
Gifted and Talented (content, process,
product and learning environment)
Learning Agendas/Contracts
A
learning
contract
is
an
Oradell
and
River
Edge
Public
School
Districts
Social
Studies
K
6
RE
BOE
Approved
07/29/15
OPS
BOE
Approved
08/19/15
Instructional
adaptations
for
students
with
disabilities
include,
but
are
not
limited
to,
the
below
approaches.
These
general
suggestions
are
particularly
resonant
with
students
in
social
studies
classroom
settings,
grades
K-12.
The
primary
aim
of
social
studies
education
is
cultivating
active
and
informed
citizens.
For
students
with
disabilities,
self-
determination
and
interdependence
are
two
core
principles
of
citizenship
education
that
applies
directly
to
their
educational
needs
and
Sample
Resource
http://www.educ.ualberta.ca/st
aff/olenka.bilash/best%20of%20
bilash/learning%20contracts.ht
ml
Anchor
Activities-Self-
interests.
Student
Motivation
Expanding
student
motivation
to
learn
content
in
social
studies
can
occur
through:
activity
choice,
appeal
to
diverse
learning
styles,
choice
to
work
with
others
or
alone,
hands-on
activities,
and
multimodal
activities.
Instructional
Presentations
-
The
primary
purpose
of
these
adaptations
is
to
provide
special
education
students
with
teacher-initiated
and
teacher-directed
interventions
that
prepare
students
for
learning
and
engage
students
in
the
learning
process
Page 120
1.
Building
Background
Information
through
brainstorming,
semantic
webbing,
use
of
visual
aids
and
other
comprehension
strategies.
(Instructional
Preparation);
structure
and
organize
information
to
aid
comprehension
and
recall
(Instructional
Prompts);
and
foster
understanding
of
new
concepts
and
processes
(Instructional
Application)
e.g.
relating
to
personal
experiences,
advance
organizers,
pre-
teaching
vocabulary
and/or
strategies;
visual
demonstrations,
illustrations,
models.
Page 121
Classroom
Organization
-
The
primary
purpose
of
4.Concept
Development-Students
these
classroom
will
be
learning
about
rights
and
organization
adaptations
is
to
maximize
student
duties,
voting,
public
issues,
attention,
participation,
revolutions,
the
environment,
independence,
mobility,
and
many
new
concepts.
Enduring
understanding
requires
and
comfort;
to
promote
peer
and
adult
thorough
and
contextualized
communication
and
study
of
these
subjects
across
interaction;
and
to
grades
and
courses
in
social
provide
accessibility
to
studies.
information,
materials,
5.
Giving
Directions-Stated
clearly
and
equipment.
and
distinctly
and
delivered
in
both
written
and
oral
forms
to
ensure
that
LEP
students
Student
Response
-
The
understand
the
task.
In
addition,
primary
purpose
of
student
students
should
be
provided
performance
responses
is
with/or
have
access
to
to
provide
students
with
directional
words
such
as:
circle,
disabilities
a
means
of
write,
draw,
cut,
underline,
etc.
demonstrating
progress
toward
the
lesson
objectives
related
to
the
Presenting
the
Lesson:
Social
Studies
Framework
Flexible
grouping
Oradell
and
River
Edge
Public
School
Districts
Social
Studies
K
6
RE
BOE
Approved
07/29/15
OPS
BOE
Approved
08/19/15
Page 122
activities.
Page 123
Sample resource:
CanDo Descriptors -
http://www.adlit.org/strategie
s/22371/
https://www.wida.us/standar
ds/CAN_DOs/
Depth
and
Complexity
of
Curriculum-Dr.
Sandra
Kaplan
Sample
resource:
http://img.docstoccdn.com/thum
b/orig/119636316.png
Sample
Resources:
Colorin
Colorado
-
http://www.colorincolorado.o
rg/educators/
WIDA
-
https://www.wida.us/
Graphic
Organizers
Extension
Menus
Students
select
from
a
set
of
possible
assignments
(3
to
9
choices
is
common).
Students
Page 124
Page 125
Techniques
Questioning
Strategies
Page 126
Elementary,
Middle,
and
High
School
Social
Studies:
This
curricular
addendum
provides
educators
with
clarifications,
connections,
resources,
and
adaptations
to
meet
the
needs
of
varied
learners,
K-12.
The
NJCCCS
in
Social
Studies
provide
educators
with
identification
of
required
content,
skills,
values
and
dispositions
essential
to
build
curricula.
This
document
is
an
extension
to
NJCCCS,
ensuring
dynamic,
rigorous,
and
diverse
instructional
approaches
distinct
to
the
social
studies
are
enacted
in
NJ
school
districts.
Interdisciplinary Connections
Social
studies
encompasses
a
broad
multidisciplinary
field
within
its
own
academic
area,
including
the
teaching
of
anthropology,
civics,
economics,
geography,
history,
political
science,
psychology
and
sociology.
The
NJCCCS
are
designed
to
integrate
four
core
social
studies
disciplines:
civics,
economics,
geography,
and
history.
These
interdisciplinary
connections,
as
a
result,
are
present
within
the
current
standards.
Interdisciplinary
connections
in
this
document
expand
outside
of
the
distinct
field
of
social
studies
into:
moral/social
education;
science,
mathematics,
and
technology;
and
literacy/language
arts.
Interdisciplinary
connections
are
framed
through
essential
questions
to
highlight
the
integration
of
content/skills
inherent
to
student
inquiries
in
social
studies.
Topics
are
bulleted
with
hyperlinked
resources
in
parenthesis.
Moral/social
education:
What
are
universal
ideas
and
problems
shared
across
humanity?
What
does
it
mean
to
be
a
citizen?
What
are
the
responsibilities
and
opportunities
for
active
citizenship?
What
ideals
and
actions
will
enhance
my
personal
development
and
the
development
of
my
various
communities?
Character
education
(Responsive
Classroom,
Teaching
Tolerance,
Facing
History
and
Ourselves)
Facing
History
Social
participation
projects
-
150
Service
Learning
Projects,
Sci/SS
Service
Connections.
Science,
mathematics,
and
technology:
How
are
we
all
connected?
How
have
science
and
technology
changed
how
we
live
across
time?
How
can
study
of
data
inform
my
understanding
of
social,
political,
and
historical
phenomena?
Sustainability
and
environmental
education
(NGSS
Science,
Technology,
and
Society
Appendix;
Facing
the
Future;
Project
Wild;
UNESCO)
Health
and
medical
education
Analysis
of
graphic
and
statistical
data
(historical,
social,
political)
-
Making
Connections
through
Mapping,
and
Statistics
and
Social
Sciences
Literacy
(narrative,
information,
argument,
and
media):
How
do
certain
texts
inform
our
understanding
of
social
studies
and
history?
How
can
social
studies
be
a
venue
to
express
and
communicate
our
ideas?
Reading
and
writing
content
units
of
study
(ELA)
Historical
fiction
-
Elem.
Thematic
Reading
Materials,
Carter
Woodson
Book
Award
Winners,
Notable
Social
Studies
Texts,
Media
and
information
literacy
-
The
DBQ
Project, PBS
Teaching
Media
Literacy,
National
Associations
for
Media
Literacy
Education,
Research
writing
-
Teachers
College
Reading
and
Writing
Project
Reading/Writing
Units
of
Study,
Argument
-
Teaching
Argumentative
Writing
General
Interdisciplinary
Resources
College,Career
and
Civic
Life
C3
Framework
WIDA
Standards
2012
Oradell
and
River
Edge
Public
School
Districts
Social
Studies
K
6
RE
BOE
Approved
07/29/15
OPS
BOE
Approved
08/19/15
Page 128
Library
of
Congress
Myriad
instructional
resources
are
available
to
educators
to
teach
social
studies
with
students
diverse
interests
and
needs
in
mind.
Several
resources
are
already
cited
in
this
curriculum
addendum.
The
below
lists
represents
current
and
prominent
instructional
resources
that
are
referenced
often
in
classrooms.
Digital
sources
are
hyperlinked.
Framework
for
College,
Career,
and
Civic
Life
(C3):
A
national
framework
for
planning
and
teaching
social
studies
curricula.
This
document
should
be
used
as
a
chief
complement
to
the
NJCCCS
(2014).
C3
Teacher
Blog
and
Professional
Community
National
Council
for
the
Social
Studies
Reading
Like
an
Historian:
Stanford
History
Education
Group
National
Geographic
Education
Project
Citizen
National
Endowment
for
the
Humanities
History/Social
Studies
Lessons
NY
Times
Learning
Network
The following content statements can be integrated into any of the adopted Social Studies
strands (A. Civics, Government and Human Rights, B. Geography, People and the
Environment, C. Economics, Invention, and Technology, D. History, Culture and
Perspectives.)
The
following
content
statements
can
be
integrated
into
any
of
the
adopted
Social
Studies
strands
(A.
Civics,
Government
and
Human
Rights,
B.
Geography,
People
and
the
Environment,
C.
Economics,
Invention,
and
Technology,
D.
History,
Culture
and
Perspectives.)
8.1
Educational
Technology
Understand
and
use
technology
systems.
Select
and
use
applications
effectively
and
productively.
Apply
existing
knowledge
to
generate
new
ideas,
products,
or
processes
Create
original
works
as
a
means
of
personal
or
group
expression.
Interact,
collaborate,
and
publish
with
peers,
experts,
or
others
by
employing
a
Oradell
and
River
Edge
Public
School
Districts
Social
Studies
K
6
RE
BOE
Approved
07/29/15
OPS
BOE
Approved
08/19/15
Page 130
8.2
Technology
Education,
Engineering,
Design,
and
Computational
Thinking
-
Programming
The
following
content
statements
can
be
integrated
into
any
of
the
adopted
Social
Studies
strands
(A.
Civics,
Government
and
Human
Rights,
B.
Geography,
People
and
the
Environment,
C.
Economics,
Invention,
and
Technology,
D.
History,
Culture
and
Perspectives.)
The
characteristics
and
scope
of
technology.
The
core
concepts
of
technology.
Oradell
and
River
Edge
Public
School
Districts
Social
Studies
K
6
RE
BOE
Approved
07/29/15
OPS
BOE
Approved
08/19/15
Page 131
Pacing Guide
Assessments
The
NJCCCS
in
Social
Studies
have
progress
indicators
that
cover
clusters
of
multiple
grades.
Local
districts,
as
a
result,
develop
curricular
scope
and
sequence
plans
that
meet
their
individual
community
needs
while
addressing
the
NJCCCS.
The
NJDOE
does
not
endorse
a
specific
pacing
guide
at
each
grade
level
for
this
reason.
However,
individual
schools
districts
must
show
evidence
of
creating
and
following
social
studies
pacing
plans
that
meet
the
NJCCCS.
Social
Studies
assessments
like
other
content
area
assessments
should
be
a
natural
and
ongoing
part
of
the
teaching
and
learning
process.
The
more
authentic
the
assessment
process
is,
the
better
the
chance
that
students
will
see
the
interdisciplinary
connections
between
social
studies
and
other
areas
of
study,
as
well
as
the
role
of
social
studies
in
their
lives
as
citizens.
5. What
factors
should
be
considered
in
planning
for
assessment?
Content
mastery
(which
standards
are
being
assessed)
Page 132
Analysis
of
content
Skills
development
Connections
between
and
among
essential
learnings
Connections
between
the
past,
present,
and
the
future
Interdisciplinary
connections
Diversity
in
student
learning
styles
and
needs
Opportunities
for
democratic
participation
6. How
are
goals
of
instruction
and
assessment
related?
Are
the
goals
for
learning
actually
being
assessed?
To
what
degree
are
we
asking
students
to
extend
learning?
Can
students
transfer
their
learning
to
a
new
situation?
Does
the
assessment
reflect
what
is
valued
instructionally?
Does
the
assessment
benefit
the
learner
by
informing
teaching
practices?
Does
the
assessment
allow
for
a
variety
of
learners
to
demonstrate
their
understanding?
7. What
should
you
consider
as
you
develop
criteria
for
scoring?
How
many
ways
can
students
demonstrate
they
have
learned
the
material?
How
will
students
be
scored?
How
will
the
needs
of
a
variety
of
learners
be
addressed
with
this
assessment?
Does
the
scoring
tool
reflect
the
learning
goals?
8. What
are
the
most
constructive
assessment
designs
and
methods
for
social
studies
educators?
Performance
assessment
Authentic
assessment
Authentic
instruction
Portfolio
assessment
Oradell
and
River
Edge
Public
School
Districts
Social
Studies
K
6
RE
BOE
Approved
07/29/15
OPS
BOE
Approved
08/19/15
Page 133
Helpful
links:
Authentic
Assessments:
Working
definitions
of
AA,
Muller
Toolbox,
NEA
Toolbox,
21st
Century
Assessments,
Authentic
assessment
can
include
(but
are
not
limited
to)
the
following:
Observation
Argument
and
Research
Writing
Oral
history
(Smithsonian)
Discussion,
deliberations,
and
debates
(Deliberating
in
a
Democracy)
Performance
tasks
(UBD
description
of
performance
task;
Michigan
DOE)
Exhibitions
and
demonstrations
Portfolios
Journals
Self-
and
peer-evaluation
Project
Based
Learning
(overview)
Using
PBLs
in
Social
Studies,
Blogs,
Vlogs,
other
Web
2.0
tools
to
extend
beyond
classroom
walls
Virtual
Field
Trips
-
(article)
Performance
Based
Assessments
Clearinghouse
Differentiation/Modifications
Curriculum
Differentiation
is
a
process
teachers
use
to
increase
achievement
by
improving
the
match
between
the
learners
unique
characteristics:
prior
knowledge,
cognitive
level,
learning
style,
motivation,
strength
or
interest
and
various
curriculum
components:
Nature
of
the
objective,
teaching
activities,
learning
activities,
resources
and
products.
This
broad
notion
applies
to
learners
from
a
diverse
range
of
abilities,
including:
Gifted
and
Talented,
English
Language
Learners,
Students
with
Disabilities,
and
Students
at
Risk
of
School
Failure.
The
social
studies
is
a
field
of
education
that
provides
educators
with
a
wealth
of
opportunities
for
differentiation,
but
also
real
challenges
of
meeting
the
needs
of
diverse
learners.
This
addendum
reveals
pathways
for
social
studies
differentiation
specific
to
four
Oradell
and
River
Edge
Public
School
Districts
Social
Studies
K
6
RE
BOE
Approved
07/29/15
OPS
BOE
Approved
08/19/15
Page 134
According
to
students
Readiness-The current knowledge, understanding, and skill level a student has related to a particular sequence of learning
Interest-What a student enjoys learning about, thinking about, and doing
Learning Style-A students preferred mode of learning. It is influenced by learning style, intelligence preference, gender and
culture
The NJ Social Studies Framework http://www.state.nj.us/education/archive/frameworks/socialstudies/chapter4.pdf contains an in-depth
overview for meeting the needs of diverse learners in Social Studies. Many of these content specific suggestions are classroom ready. Note:
The Standard notations in this framework document are not according to the 2014 Social Studies Standards.
Gifted and Talented (content, process,
product and learning environment)
Learning
Agendas/Contracts
A
learning
contract
is
an
agreement
established
between
a
student
and
the
teacher;
it
sometimes
involves
the
students
parents.
The
contract
specifies
concrete
learning
and/or
behavioral
objectives
for
the
student
that
all
parties
agree
need
to
be
achieved.
The
contract
also
specifies:
the
goals
of
the
contract
the
obligations
of
each
party
to
the
contract
the
time
frame
within
which
the
terms
of
the
learning
contract
are
to
be
fulfilled
the
basis
on
which
it
will
be
determined
that
the
conditions
of
the
contract
were
met
Sample
Resource
http://www.educ.ualberta.ca/sta
ff/olenka.bilash/best%20of%20
bilash/learning%20contracts.ht
ml
Anchor Activities-
Instructional
Presentations
-
The
primary
purpose
of
these
adaptations
is
to
provide
special
education
students
with
teacher-
initiated
and
teacher-directed
interventions
that
prepare
students
for
learning
and
engage
students
in
the
learning
process
(Instructional
Preparation);
structure
and
organize
information
to
aid
comprehension
and
recall
(Instructional
Prompts);
and
foster
understanding
of
new
concepts
and
processes
(Instructional
Application)
e.g.
relating
to
personal
experiences,
advance
organizers,
pre-teaching
Page 136
Self-directed
specified
NJDOE
website.
ongoing
activities
in
which
students
work
independently
Preparing
students
for
the
lesson:
Sample
Resource
1.
Building
Background
http://www.rec4.com/filestore/R Information
through
EC4_AnchorActivityPacket_08051 brainstorming,
semantic
3.pdf
webbing,
use
of
visual
aids
and
other
comprehension
strategies.
2.
Simplifying
Language
for
Curriculum
Presentation
by
using
speech
that
Compacting-Curriculum
is
appropriate
to
students
Compacting
is
an
instructional
technique
that
is
language
proficiency
level.
Avoid
specifically
designed
to
make
jargon
and
idiomatic
speech.
3.
Developing
Content
Area
appropriate
curricular
Vocabulary
through
the
use
of
adjustments
for
students
in
any
curricular
area
and
at
any
word
walls
and
labeling
classroom
objects.
Students
grade
level.
Essentially,
the
encounter
new
academic
procedure
involves
(1)
vocabulary
in
social
studies,
defining
the
goals
and
outcomes
of
a
particular
unit
particularly
when
studying
the
or
segment
of
instruction,
(2)
disciplines
of
history,
civics,
economics,
and
geography.
determining
and
documenting
which
students
4.Concept
Development-Students
have
already
mastered
most
will
be
learning
about
rights
and
duties,
voting,
public
issues,
or
all
of
a
specified
set
of
revolutions,
the
environment,
learning
outcomes,
and
(3)
and
many
new
concepts.
providing
replacement
Enduring
understanding
requires
strategies
for
material
already
mastered
through
the
thorough
and
contextualized
study
of
these
subjects
across
use
of
instructional
options
Oradell
and
River
Edge
Public
School
Districts
Social
Studies
K
6
RE
BOE
Approved
07/29/15
OPS
BOE
Approved
08/19/15
RAFT
Assignments-RAFT
is
an
acronym
for
a
structured
technique
used
to
guide
student
writing.
RAFT
assignments
are
used
to
demonstrate
a
students
knowledge
using
a
defined
point
of
view.
This
strategy
requires
students
to
write
using
an
assigned
format
to
an
audience
other
than
the
teacher.
Sample
resource:
http://www.michigan.gov/docum
ents/mde/SSWAC_225020_7.pdf
p.
18
Flexible
grouping
Flexible
grouping
is
a
range
of
grouping
students
together
for
delivering
instruction.
This
can
be
as
a
whole
class,
a
small
Page 138
classroom
conversations
on
subjects
of
interest
and
cultural
relevance.
-Utilize
a
reverse
chronology
approach
to
teaching
Sample
resource:
history/social
studies
to
even
http://www.teachhub.com/flexibl opportunities
for
students
with
e-grouping-differentiated-
and
without
vast
cultural
instruction-strategy
knowledge
and
make
study
of
the
social
studies
more
meaningful.
Jigsaw
Activities
Sample
Resources:
Jigsaw
is
a
strategy
that
CanDo
Descriptors
-
emphasizes
cooperative
learning
https://www.wida.us/standar
by
providing
students
an
ds/CAN_DOs/
opportunity
to
actively
help
each
other
build
comprehension.
Use
Colorin
Colorado
-
this
technique
to
assign
students
http://www.colorincolorado.o
to
reading
groups
composed
of
rg/educators/
varying
skill
levels.
Each
group
member
is
responsible
for
WIDA
-
https://www.wida.us/
becoming
an
"expert"
on
one
section
of
the
assigned
material
and
then
"teaching"
it
to
the
other
members
of
the
team.
Sample
resource:
http://www.adlit.org/strategies/
22371/
Depth
and
Complexity
of
Curriculum-Dr.
Sandra
Oradell
and
River
Edge
Public
School
Districts
Social
Studies
K
6
RE
BOE
Approved
07/29/15
OPS
BOE
Approved
08/19/15
Page 139
Kaplan
Sample
resource:
http://img.docstoccdn.com/thum
b/orig/119636316.png
Graphic
Organizers
Extension
Menus
Students
select
from
a
set
of
possible
assignments
(3
to
9
choices
is
common).
Students
may
be
required
to
select
more
than
one
choice.
Choices
offer
differentiated
objectives.
Choices
are
often
grouped
by
complexity
of
thinking
skill.
Activities
are
independent
so
students
have
freedom
as
well
as
responsibility.
A
variety
of
options
enable
students
to
work
in
the
mode
that
most
interests
them.
Sample
resource:
K-5
http://gilbertps.schoolwires.net/c
ms/lib3/AZ01001722/Centricity/
Oradell
and
River
Edge
Public
School
Districts
Social
Studies
K
6
RE
BOE
Approved
07/29/15
OPS
BOE
Approved
08/19/15
Page 140
Domain/809/Teaching%20Gifted
%20Book%20of%20Forms.pdf
Sample
See
p.
13
Gr
6-12
http://www.chatt.hdsb.ca/~patte
rsonka/FOV1-000D4965/FOV1-
000FF699/DCGL.pdf
Sample
p.
43
Advanced
Discussion
Techniques
Questioning
Strategies
Page 141