Social Studies K-5

PUBLIC SCHOOLS OF EDISON TOWNSHIP
DIVISION OF CURRICULUM AND INSTRUCTION
Elementary Social Studies
Length of Course: Term
Elective/Required: Required
School: Elementary
Student Eligibility: K-5
Credit Value: N/A
Date Approved: August 25, 2014

Statement of Purpose 3
Kindergarten 4
Grade 1 11
Grade 2 24
Grade 3 33
Grade 4 47
Grade 5 61
2
STATEMENT OF PURPOSE
While the New Jersey Core Curriculum Content Standards (NJCCCS) for Social Studies call for
our students to be active and informed 21 st century citizens, the Common Core State Standards
(CCSS) require our students to read, write, speak, listen, and use language effectively within
and beyond the social studies classroom. This curriculum guide brings together the 2014
NJCCCS and CCSS with the resources approved by the Board of Education to create a
comprehensive, 21st century social studies curriculum to ensure the preparedness of all
students.
Literacy is addressed through the wealth of resources provided within the curriculum guide.
Students are exposed to multi-media texts, authentic literature, and on-going research. In
addition, students are immersed in grade-level appropriate content that reflects their local,
national, and international community. By designing a curriculum that promotes critical thinking,
problem-solving, collaboration, and technology, teachers can address the skills and knowledge
necessary for today’s learner and tomorrow’s contributing member to society.
The progression of the New Jersey Core Curriculum Content Standards in Social Studies, 21st
Century Life and Career, and Technology, along with the Common Core State Standards can be
seen in within the curriculum guides and are often addressed in a spiral, offering students
repeated exposure to various ideas, concepts and skills.
Further revisions of this guide will be informed by reflections on instruction and ongoing data
collection.
The curriculum guide was created by:
Angela Adornetto James Madison Intermediate

Dawn Besser John Marshall
Barbara Coscarella James Madison Intermediate
Matt Grillo Lincoln
Kathy Korczyk Lincoln
Tori Kowalsky Menlo
Nicole Maiorelli James Madison Primary
Cathy Nuesa James Madison Intermediate
Coordinated by:
Sara Bright- Elementary Supervisor
3
Elementary Social Studies - Grade - Kindergarten
Kindergarten Being a Good Citizen Approximate Pacing 12 days

Unit One Enduring Objectives/Understandings
People need rules to get along
Priority NJCCS
6.3 --Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and
NJCCS
promote cultural understanding by working collaboratively to address that challenges that are inherent in living in an interconnected world.
CPI#/CCSS# Cumulative Progress Indicators (CPI)/ CCS Standard
6.1.4.D.13 Describe how the culture is expressed through and influenced by the behavior of people.
Explain how rules and laws created by community, state, and national governments protect the rights of people, help resolve
6.3.4.A.1
conflicts, and promote the common good.
6.3.4.D.1 Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions.
ELA CCSS Common Core State Standards
RIK.1 With prompting and support, ask and answer questions about key details in a text.
RIK.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
RIK1.4 With prompting and support, ask and answer questions about unknown words in a text.
RIK.10 Actively engage in group reading activities with purpose and understanding.
WK.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger
SLK.1
groups.
SLK.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
SLK.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.
21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards
CPI # Cumulative Process Indicator (CPI)

9.1.4.A.5 Apply critical thinking and problem-solving skills in classroom and family settings.
9.1.4.D.3 Demonstrate an awareness of one’s own culture and other cultures during interactions within and outside of the classroom.
9.1.4.F.3 Explain the importance of understanding and following rules in family, classroom, and community settings.
Unwrapped Standards
Lesson Key Knowledge Process/Skills/Procedures/Application of Key knowledge
school, rule, class, respect,
Lesson 1 - HMH 1.1 -Demonstrate cooperating, taking turns, and sharing
cooperate
Lesson 2 -HMH 1.3 responsibility, problem, solution -Demonstrate examples of choice and consequences through stories and role-playing
-Discover similarities and differences in the class (game: "Just Like Me")
Lesson 3 - HMH 1.4 group, teacher, hero
-Form Groups, pg. 60
4
Assessment
Formative:
Summative:
-Conversation
-Unit pre- and post- assessments
-Drawing
-Performance based Assessment, pg. 22
-Demonstration
Resources Journeys Connections
-“The Doorbell Rang” by Pat Hutchins -T126 Vocabulary Reader - "At School"
-“Little Quack” by Lauren Thompson -T332 - Flipchart - Opening Routines "This is the Way We Help at Home"
-“Have You Filled a Bucket?” by Carol McCloud -T241 - Big Book "Everybody Works"
-“How Full is Your Bucket?” by Tom Rath -T248 - Vocabulary Reader - "Our Jobs"
-“The Paperboy” by Dav Pilkey -T249 - Leveled Reader "Jobs on the Farm"
-“Stand In My Shoes” by Bob Sornson -T12 - Flip Chart "Families, Families"
-“Those Shoes” by Maribeth Boelts -T26 - Big Book "What Makes a Family"
-Time For Kids (subscription required) -T108 Big Book “How Do Dinosaurs Go to School”
-Let’s Find Out, Scholastic (subscription required) -T94 Read Aloud “Friends at School”
5
Kindergarten My Country Approximate Pacing 12 days
Unit Enduring Objectives/Understandings

Symbols show that Americans are proud of their country.
Priority NJCCS
6.1 History: America in the World - All students will acquire the knowledge and skills to think analytically about how past and present interactions of
NJCCS people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that
reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

Explain how rules and laws created by community, state, and national governments protect the rights of people, help resolve conflicts, and promote
6.1.4.A.1
the common good.
Explain how the United States functions as a representative democracy, and describe the roles of elected representatives and how they interact
6.1.4.A.7
with citizens at local, state, and national levels.
6.1.4.D.17 Explain the role of historical symbols, monuments, and holidays and how they affect the American identity.
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or
RIK.7
idea in the text an illustration depicts).
WK.8
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
SLK.1
groups.
8.1.2.A.5 Demonstrate the ability to navigate in developmentally appropriate virtual environments.
9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
9.1.4.D.1 Use effective oral and written communication in face-to-face and online interactions and when presenting to an audience.
6
Unwrapped Standards
-Identify the flag of the United states

Lesson 1: flag, Pledge of Allegiance, map, -Identify the name of our country
HMH 2.1 country, state -Recognize a map of the United States
-Locate a state (New Jersey) on a map of the United States
Lesson 2:
symbol -Recognize national symbols and icons such as the national flag, the bald eagle, and the Statue of Liberty
HMH 2.2
-Understand that leaders in the government, community, school, and home make and enforce rules
-Identify important leaders
Lesson 3:
leader, principal, President, vote -Describe voting as a method of group decision making (Ex. Favorite book, movie, snack, etc.)
HMH 2.3
-Favorite Days Activity p. 116
-Act as a responsible citizen
Assessment
Formative:
Summative:
-Conversation
-Drawing
-Performance based Assessment, pg. 80
-Demonstration
RESOURCES Journeys Connections
-"America Is..." by Louise Borden
-"Me on the Map" by Joan Sweeney
-"The Pledge of Allegiance" by Lloyd G. Douglas
-"Bald Eagle" by Gordon Morrison
TE3: T50-51 Connect to Social Studies: Holidays All Year Long
-"Duck for President" by Doreen Cronin
TE4: T370-371 Connect to Science: Exploring Land and Water
-“F is For Flag” by Wendy Cheyette Lewison
-“We the Kids” by David Catrow
-Time For Kids (subscription required)
-Let’s Find Out, Scholastic (subscription required)
7
Kindergarten Where We Live Approximate Pacing 10 days
Children will understand that people live in different places around the world.
Priority NJCCS
6.1 History: America in the World - All students will acquire the knowledge and skills to think analytically about how past and present interactions of
NJCCS people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that
6.1.4.B.1 Compare and contrast information that can be found on different types of maps, and determine when the information may be useful.
Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different regions
6.1.4.B.4
of New Jersey and the United states.
Compare and contrast characteristics of regions in the United states based on culture, economics, politics, and physical environment to understand
6.1.4.B.6
the concept of regionalism.
Common Core State Standards
RIK1.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or
RIK.7
idea in the text an illustration depicts).
WK.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
WK.8
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
SLK.1
groups.
8.1.2.A.5 Demonstrate the ability to navigate in developmentally appropriate virtual environments.
Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during
9.1.4.C.1
play).
8
Unwrapped Standards
-Compare and contrast models and maps.
-Construct models and maps of neighborhoods.
model, neighborhood,
Lesson 1: -Treasure Hunt Activity p. 243
transportation, map symbol, map
HMH 4.2 -Identify map symbols.
key
-Locate places on a map by reading map symbols.
-Maps From Fun Places Activity p. 247
Lesson 3: -Identify features of a city, suburb, and a farm. ***Might Delete
city, farm
HMH 4.4 -Compare and contrast city (urban) and farm (rural) life.
Assessment
Formative:
Summative:
-Conversation
-Drawing
-Performance based Assessment
-Demonstration
-"All the Colors of the Earth" by Sheila Hamanaka
-"How do Dinosaurs Go To School?" by Jane Yolen & Mark Teague
-"Bear about Town" by Stella Blackstone
-T130-131 Connect to Social Studies: Cross-Country Trip
-"As the Crow Flies: A First Book of Maps" by Gail Hartman
-TE1: T130-131 My School Bus
-"The Country Mouse and the City Mouse: A Retelling of Aesop's Fable" by Eric Blair
-Unit 2 Lesson 9 - T312 - Leveled Readers-- In the City and The Hay Ride
-"The Country Mouse and the City Mouse" by Elizabeth Dahlie
-Time For Kids (subscription required)
-Let’s Find Out, Scholastic (subscription required)
9
Elementary Social Studies - Kindergarten
Holiday Suggested Suggested Technology Resources

Resource #1 Resource #2
Constitution Day “What’s the Big Idea Ben “We the Kids” – David Catrow -Scholastic Listen & Read- “Constitution Questions and
Franklin?” – Jean Fritz Answers”
http://teacher.scholastic.com/commclub/constitution_activit
y2/
Columbus Day “Christopher Columbus” – Marion “in 1942” – Jean Marzollo -Scholastic News “At Sea With Columbus”
Dane Bauer http://sni.scholastic.com/SN1/10_02_11_SN1/book
Thanksgiving -“If You Were at the First http://www.scholastic.com/teachers/ -Scholastic News “Thanksgiving Kids”
Thanksgiving” by Anne Kamma lesson-plan/thanksgiving-lessons-
grades-prek-2
MLK http://www.scholastic.com/teachers “The Story of Dr. Martin Luther -Scholastic News “A Better World”
/collection/commemorate-life-dr- King, Jr.” – Johnny Ray Moore http://sni.scholastic.com/SN1/01_01_12_SN1/book
martin-luther-king-jr
Presidents’ Day “Celebrating Presidents’ Day” by -BrainPop Jr.- “President” -Scholastic News “Two Great Presidents”
Kimberly Jordano http://www.brainpopjr.com/socialstu http://sni.scholastic.com/SN1/02_04_13_SN1/book
dies/government/president/ -Scholastic News “Go Back to George’s Time”
http://sni.scholastic.com/SN1/02_03_12_SN1/book
Black History Month http://www.smithsonianeducation.o http://www.africanamericanhistorym http://www.scholastic.com/teachers/unit/black-history-
rg/educators/resource_library/afric onth.gov/ month-everything-you-need
an_american_resources.html
Women’s History http://www.smithsonianeducation.o http://www.history.com/topics/wome http://www.nea.org/tools/lessons/womens-history-

Month rg/educators/resource_library/wom ns-history-month month.html
en_resources.html
10
Elementary Social Studies - Grade One
Grade One Rules and Laws Approximate Pacing 23 days

Rules and laws guide people to live safely and be responsible citizens.
Priority NJCCS
6.1. U.S. History: America in the World - All students will acquire the knowledge and skills to think analytically about how past and present
NJCCS interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make
informed decisions that reflect fundamental rights, and core democratic values as productive citizens in local, national, and global communities.
6.3. Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and
promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.
Explain how rules and laws created by community, state, and national governments protect the rights of people, help resolve conflicts, and
6.1.4.A.1
promote the common good.
Explain how the United States functions as a representative democracy, and describe the roles of elected representatives and how they
6.1.4.A.7
interact with citizens at local, state, and national levels.
6.1.4.C.6 Describe the role and relationship among households, businesses, laborers, and governments within the economic system.
Determine what makes a good rule or law and apply this understanding to rules and laws in your school or community (e.g., bike
6.3.4.A.1
helmet, recycling).
RI 1.1 Ask and answer questions about key details in a text.
RI 1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
RI 1.7 Use the illustrations and details in a text to describe its key ideas.
RI.10 With prompting and support, read informational texts appropriately complex for grade 1.
W1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence
of instructions).
W1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SL1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
11
Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and
9.1.4.C.1
during play).
Unwrapped Standards
teacher, rule, responsibility,
principal, fair; We need rules
Lesson 1 - HMH 1.1 wherever we go, in order to -Describe or demonstrate safety rules for familiar playground games
provide order, security, and
protect rights.
Lesson 2: HMH 1.1 -
problem, solution -Act out solutions to common classroom problems
Critical Thinking
community, citizen, law,
Lesson 3: HMH 1.2 -Cause and effect: Consider the consequences of not having or breaking rules or laws
consequence
Lesson 4: HMH 1.3 leader, mayor, governor -Identify community leaders and their roles; compare and contrast roles of various community leaders
Lesson 5: HMH 1.4 government service -Generate a list of government workers and their roles
Lesson 6: HMH 1.5 respect, right -Cause and effect: Determine responsibilities people have as a result of their rights
Lesson 7: pg. 20 symbol, map key -Construct a simple map of school using map symbols
-Locate Edison, New Jersey, and the United States on a map
Lesson 8: pg. 56 location, state, country, border
-Determine the difference between land and water on a map
Assessment
Formative:
-Closing conversations Summative:
-Exit-tickets -Performance Assessment - "Campaign Rally"
-End of lesson reviews -Unit pre- and post- assessments
-Skill practice pages
12
Resources
-Scholastic: "It's Time for School Safety", "School Rules", "Don't Yell Out the Answers, Monsters!", "Community Club"
-Brain Pop Jr.: "Safety Signs", "Local and State Government", "Community Helpers"; "Reading Maps", "Map Skills"
-Read Aloud: "I Read Signs" - Tana Hoban; "A Day in the Life of a Police Officer" - Linda Hayward; "Mapping Penny's World" by Loreen Leedy; "Know Your Government"
- Jacqueline Laks Gorman; "The City Mayor" (Edison Unit); "Map Keys (Rookie Read About Geography) - Sarah De Capua; "As the Cow Flies" - Gail Hartman; "Follow
the Map" - Scott Richie; "The Whole World in Your Hands: Looking at Maps" - Melvin and Gilda Berger; "Maps and Globes" - Jack Knowlton
-Reading A-Z: "Joey's Stop Sign"; "Safety Signs" "Community Helpers (D)" "Community Workers (F)" :Firefighters (F, J, M)", "Police Officers (E, H, K)", "Caretakers (D)",
"Laws for Kids" (G)
-Websites: "Fun Town Walk", " Read a Map Key" (harcourtschool.com/ss1); dangerrangers.com; google.com/earth; bing.com/maps;
http://education.nationalgeographic.com/education/multimedia/interactive/maps-tools-adventure-island/
13
Grade One Meeting People Approximate Pacing 23 days
Although Americans have come from different backgrounds, they share some beliefs.
Priority NJCCS
informed decisions that reflect fundamental rights, and core democratic values as productive citizens in local, national, and global communities.
6.3. Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and
promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world.
Explain how rules and laws created by community, state, and national governments protect the rights of people, help resolve conflicts, and
6.1.4.A.1
Explain how the United States functions as a representative democracy, and describe the roles of elected representatives and how they
6.1.4.A.7
interact with citizens at local, state, and national levels.
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.6 Describe the role and relationship among households, businesses, laborers, and governments within the economic system.
6.1.4.D.1 Determine the impact of European colonization on Native American populations, including the Lenni Lenape of New Jersey.
6.1.4.D.10 Describe how the influence of Native American groups, including the Lenni Lenape culture, is manifested in different regions of New Jersey.
Explain how folklore and the actions of famous historical and fictional characters from New Jersey and other regions of the United States
6.1.4.D.12
contributed to the American national heritage.
6.1.4.D.13 Describe how culture is expressed through and influenced by the behavior of people.
Explain how various cultural groups have dealt with the conflict between maintaining traditional beliefs and practices and adopting new beliefs
6.1.4.D.15
and practices.
6.1.4.D.18 Explain how an individual's beliefs, values, and traditions may reflect more than one culture.
6.1.4.D.19 Explain how experiences and events may be interpreted differently by people with different cultural or individual perspectives.
6.3.4.A.1
helmet, recycling).
S.ST.K-4.1 Determine locations of places and interpret information available on maps and globes.
14
W1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence
of instructions).
W1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
9.1.4.C.1
during play).
Unwrapped Standards
Process/Skills/Procedures/Application
Lesson Key Knowledge Additional Activities
of Key knowledge
-Identify the elements of culture, including language,
Lesson 1: dress, food, and stories
culture, history, language
HMH 5.1 -Analyze ways in which Native Americans have
helped define American culture
Lesson 2:
flowchart -Create a flowchart to follow steps in a process
HMH pg. 216
Lesson 3: -Compare and contrast cultures, drawing upon
folktale, religion
HMH 5.3 folklore
-Explore website:
Lesson 4: -Compare and contrast the different beliefs and
celebration, custom www.exploreandmore.org/world/default.htm
HMH 5.4 customs of other cultures
-Social Studies in Action, pg. 98
-Identify and explain roles individual play in the
Lesson 5: groups they belong to
role
HMH 5.5 -Compare and contrast families around the world
and their needs
-Locate places on a map using the four cardinal
Lesson 6: -Students share where their ancestors are from;
directions, cardinal directions directions
HMH pg. 72 chart on Google Earth
-Construct a simple map using cardinal directions
-Demonstrate how to trace routes on a map
Lesson 7:
route -Create a simple map showing a route from one
HMH pg. 236
place to another
15
Assessment
Formative:
-Exit-tickets -Performance Assessment
-Biography in Big Book- Sacajawea p.218-219

-Harcourt School Online: "Welcome to the Cultural Fair", "Follow a Flow Chart"
-Culture Quest- World Tour: http://www.ipl.org/div/cquest/
-Brainpop Jr.: "Cherokee", "Iroquois", "Pueblo"; "Winter Holidays"; "Reading Maps"; "Map Skills"; "Compass"
-Scholastic Books - Listen and Read: "Meet the Navajo"; "Native Americans Did it First"; "Native American Inventions"; "Our Holiday
Parties"; "It's Chinese New Year"
Lesson 3
-Read Aloud: "The People Shall Continue" - Simon Ortiz; "One Grain of Rice" - Demi; "Tikki Tikki Tembo" - Arlene Mosel; "Fat Cat:A Danish
Lesson 12
Folktale" - Margaret MacDonald; "Anansi the Spider: A Tale from the Ashanti" -Gerald McDermott; "The Fool and the Flying Ship" - Eric
Lesson 20
Metaxas; "Children Just Like Me:Celebrations!" -Anabel Kindersley; "Lights for Gita" -Rachna Gilmore; "How My Family Lives in America" -
Lesson 30
Susan Kuklin; "The Dancing Dragon" -Marcia Vaughan;"Houses and Homes" - Ann Moris; "What the World Eats" - Faith D'Aluisio; "A Life
Like Mine:How Children Live Around the World" -DK Publishing;"We Need Directions (Rookie Read About Geography)" -Sarah De Capua;
"Follow That Map!" -Scot Ritchie
-Reading A-Z: "How Glooskap Found Summer" (I, K); "How the Mice Beat the Men" (H); "Story of the Sun" (M); "How Zebras Got Their
Stripes" (K); "How Beatles Became Beautiful"; "Maria's Family Celebration" (K); "World Holidays" (L); "Anna and the Painted Eggs" (L);
"Friends Around the World" (H,K);
16
Grade One Our Changing World Approximate Pacing 16 Days
In many ways, people today are the same as people who lived long ago; but the way people live has changed over time.
NJCCS
interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make
NJCCS
informed decisions that reflect fundamental rights, and core democratic values as productive citizens in local, national, and global
communities.
6.1.4.D.11 Determine how local and state communities have changed over time, and explain the reasons for changes.
6.1.4.C.15 Describe how the development of different transportation systems impacted the economies of New Jersey and the United States.
Explain how the development of communications systems has led to increased collaboration and the spread of ideas throughout the United
6.1.4.C.18
States and the world.
S.CHT.K-4.1 Place key historical events and people in historical eras using time lines.
S.CHT.K-4.2 Explain how the present is connected to the past.
W1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a
sequence of instructions).
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a
W1.8
question.
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger
SL.1.1
groups.
CPI# 21st Century Life and Career Standards
9.1.4.C.1
during play).
17
Unwrapped Standards
-Compare and contrast daily life today and in the past in such areas as home life, work, clothing, games,
and festivals
Lesson 1:
communication -Compare and contrast the way people communicate now versus long ago
HMH 4.1
-Identify things that have change and things that have stayed the same across generations of family
members
-Identify tools for learning
Lesson 2:
change -Compare and contrast schools today with schools long ago
HMH 4.1
-explain that some things change over time while others stay the same
Lesson 3: -Explain the changes that occur in a community over time

past, present, future
HMH 4.3 -Identify how people affect the places where they live
Lesson 4: -Interpret time lines to understand the sequence of events

time line
HMH pg. 182 -Construct time lines to place events in chronological order
Lesson 4: -Compare and contrast types of transportation used today and long ago
technology
HMH 4.4 -Identify examples of how technology has changed transportation
Assessment
Formative:
-Harcourt School Online: "Scrapbook of Change"

-Read Aloud: "Ox Cart Man" - Donald Hall; "One Room School" - Lawrence Pringle; "A Country Schoolhouse" -Lynne Barasch; "The Little
House" - Virginia Lee Burton; "Window" - Jeannie Baker; Big Book Biographies with time lines; "Tin Lizzie" - Peter Spier Lesson 3
-Reading A-Z:"Sending Messages" (L); "Long Ago and Today" (G); "Ships and Boats" (H, K); "Garret Morgan and the Traffic Signal" (J); "A Lesson 5
Nation on Wheels" (P) Lesson 16
-YouTube: "Long Ago and Now" - http://www.youtube.com/watch?v=u978FVWsPzI; "School's in Session" - Lesson 19
http://www.youtube.com/watch?v=yTTgBbsnpok;
-Scholastic: "School Long Ago and Today"
18
Grade One We Love Our Country Approximate Pacing 18 Days
We learn about our country through its symbols, heroes, and holidays.
NJCCS
NJCCS
informed decisions that reflect fundamental rights, and core democratic values as productive citizens in local, national, and global
communities.
6.1.4.A.2 Explain how fundamental rights guaranteed by the United States Constitution and the Bill of Rights contribute to the continuation and
improvement of American democracy.
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.D.4 Explain how key events led to the creation of the United States and the state of New Jersey.
6.1.4.D.5 Relate key historical documents to present day government and citizenship.
6.1.4.D.6 Describe the civic leadership qualities and historical contributions of George Washington, Thomas Jefferson, and Benjamin Franklin toward
the development of the United States government.
6.1.4.D.14 Trace how the American identity evolved over time.
S.ST.K-4.1 Determine locations of places and interpret information available on maps and globes.
W1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a
sequence of instructions).
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a
W1.8
question.
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger
SL.1.1
groups.
19
9.1.4.C.1
during play).
Unwrapped Standards
Lesson 1: -Explain the differences between maps and globes
earth, continent, globe, ocean
HMH pg. 60 -Locate on a globe the seven continents and the five oceans
-Identify how and why settlers came to America
Lesson 2:
settler, colony, freedom -Describe the history and purposes of the Declaration of Independence and the United States
HMH 3.1
Constitution
Lesson 3: -Identify the flag of the united States and describe what it stands for
flag, Pledge of Allegiance
HMH 3.2 -Recite the Pledge of allegiance
Lesson 4: -Describe the symbols of the United States and explain their importance
landmark
HMH 3.3 -Identify national symbols and landmarks and the people and events associated with them
Lesson 5:
national holiday, hero -Analyze the significance of our national holidays
HMH 3.4
Assessment
Formative:
20
Resources
-Harcourt School Online: "Patriotic Holidays"

-Reading A-Z: "My Neighborhood" (D); "Stars and Stripes" (G); "Our Class" (F); "The Story of the Statue" (J, M); "Martin Luther King Jr" (M);
-Websites: National Geographic Education- http://education.nationalgeographic.com/education/multimedia/interactive/maps-tools-adventure-island/
-Read Aloud: "Mapping Penny's World" -Loreen Leedy; "As the Crow Flies" -Gail Hartman; "Maps and Globes" -Jack Knowlton; "George Washington" - Wil Mara; "We
the Kids: The Preamble to the Constitution of the United States" - David Catrow; "Red, White, and Blue The Story of the American Flag" - John Herman; "F Is For
Flag" -Wendy Cheyette Lewison; "Stars and Stripes: The Story of the American Flag" -Sarah Thomson; "You're a Grand Old Flag - George Cohan; "The Pledge of
Allegiance" - Francis Bellamy; "L Is For Liberty" -Wendy Cheyette Lewison; "Mount Rushmore" -Judith Jango-Cohen; "The Pledge of Allegiance: Symbols of Freedom"
- Lola Schaefer; "Independce Day" - David Marx; "Martin's Big Words: The Life of Dr. Martin Luther King, Jr." - Doreen Rappaport
-Big Books: "George Washington"; "Learning About Freedom";
-Brain Pop: "Thirteen Colonies"; "George Washington"; "US Symbols"; "Staute of Liberty"; "Martin Luther King Jr."; "Abraham Lincoln";
-Scholastic: Virtual Field Trip: "Mayflower"; Listen and Read "Pilgrim Village", "It's Constitution Day", "Constitution Question and Answers"; "Path of a President" (A,B)
21
Elementary Social Studies – Grade One

Constitution -BrainPop Jr.- “Rights and http://www.ja.org/files/supplements/Constitution- -Scholastic Listen & Read- “It’s Constitution
Day Responsibilities” lesson-k-2.pdf Day!”
http://www.brainpopjr.com/socialst http://teacher.scholastic.com/commclub/constitu
udies/citizenship/rightsandresponsi tion_activity1/
bilities/
Columbus Day “Christopher Columbus” by Marion -BrainPop Jr.- “Columbus Day” -Scholastic News “A Message from the Past”
Baur http://www.brainpopjr.com/socialstudies/holidays/c http://sni.scholastic.com/SN1/10_02_13_SN1/b
olumbusday/ ook
- Scholastic News “Columbus the Explorer”
http://sni.scholastic.com/SN1/10_01_12_SN1/b
ook
Thanksgiving -“The First Thanksgiving” by Linda -BrainPop Jr.- “Thanksgiving” -Plimoth Plantation- Virtual Field Trip
Hayward http://www.brainpopjr.com/socialstudies/holidays/t http://www.scholastic.com/scholastic_thanksgivi
-“Reading A-Z Carlos’s First hanksgiving/ ng/webcast.htm
Thanksgiving” (Level H) -Scholastic News “Talk Like a Pilgrim”
http://sni.scholastic.com/SN1/11_02_11_SN1/b
ook
MLK “Happy Birthday Martin Luther BrainPop Jr.- “Martin Luther King Jr.” Scholastic News “A Hero’s Life”
King Jr.” by Jean Marzollo http://www.brainpopjr.com/socialstudies/biographi http://sni.scholastic.com/SN1/01_04_13_SN1/b
es/martinlutherkingjr/ ook
Presidents’ “Presidents’ Day” by Anne -BrainPop Jr.- “Abraham Lincoln” -Scholastic Listen & Read- “What Does the
Day Rockwell http://www.brainpopjr.com/socialstudies/biographi President Do?”
“Reading A-Z Childhood Stories of es/abrahamlincoln/ http://teacher.scholastic.com/commclub/preside
George Washington” (Level I) -BrainPop Jr.- “George Washington” nt_activity2/
http://www.brainpopjr.com/socialstudies/biographi -Scholastic Listen & Read- “The Path of a
es/georgewashington/ President”
http://teacher.scholastic.com/commclub/lincoln_
activity1/
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Elementary Social Studies – Grade One
Black History http://www.smithsonianeducation.o http://www.africanamericanhistorymonth.gov/ http://www.scholastic.com/teachers/unit/black-

Month rg/educators/resource_library/afric history-month-everything-you-need
an_american_resources.html
Women’s http://www.smithsonianeducation.o http://www.history.com/topics/womens-history- http://www.nea.org/tools/lessons/womens-

History Month rg/educators/resource_library/wom month history-month.html
en_resources.html
23
Elementary Social Studies – Grade Two
Grade Two The World Around Us Approximate Pacing 25 days
Maps help us learn about the different kinds of land, water, and places around us.
Priority NJCCS
NJCCS interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed
decisions that reflect fundamental wrights, and core democratic values as productive citizens in local, national, and global communities.
CPI # Cumulative Progress Indicators (CPI)/ CCS Standard

Use physical and political maps to explain how the location and spatial relationship of places in New Jersey, the United States, and other areas
6.1.4.B.2
worldwide have contributed to cultural diffusion and economic interdependence.
Describe how landforms, climate, and weather, and availability of resources have impacted where and how people live and work in different regions
6.1.4.B.4
of New Jersey and the United States.
RI 2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
RI 2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text
RI 2.10 complexity band proficiently, with scaffolding as needed at the high end of the range.
W 2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
W 2.8 Recall information from experiences or gather information from provided sources to answer a question.
SL2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
9.1.4.A.2 Evaluate available resources that can assist in solving problems.
Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school, and during
9.1.4.C.1
play).
9.1.4.E.2 Demonstrate effective communication using digital media during classroom activities.
24
Unwrapped Standards
Higher Level
Thinking/Blooms
Lesson 1 - relative location, absolute location, map -Compare and contrast information about different locations -Apply uses for absolute
HMH 2.1 grid -Use a map grid to identify differences between absolute and relative location and relative location
-Design/create a map with

Lesson 2: HMH land form, island, peninsula, gulf, -Use a map key to identify countries, landforms, and bodies of water in North a key that incorporates
2.2 region America multiple landforms and
water
-Analyze how weather and
Lesson 3: HMH
climate -Compare and contrast climate and weather climate vary depending on
2.3
region and time of year
cardinal directions, equator, -Investigate similarities
Lesson 4: HMH -Use a compass rose to identify and compare locations
hemisphere, pole, compass rose, and differences between 2
2.4 -Compare characteristics of world regions
intermediate directions or more world regions
Assessment
Formative:
-Exit-tickets Summative:
-End of lesson reviews -Performance Assessment
-Skill practice pages -Unit pre- and post- assessments
-Letter writing
-"A Country Far Away" by Nigel Gray

-"Be My Neighbor" - Maya Ajmera and John Ivanko -Journeys Lesson 5:"Connect to Social Studies" to SS Lesson 1
-"Maps and Globes" - Jack Knowlton -Journeys Lesson 8 "Super storms" to SS Lesson 3
-"Houses and Homes" - Ann Morris -Journeys Lesson 13 "Schools Around the World" to SS lesson 4
-"Somewhere in Africa" - Ingrid Mennen and Niki Daly
25
Grade Two People in the Market Place Approximate Pacing 30 days
Producers and consumers depend on each other for goods and services.
Priority NJCCS
6.1.4.C.1 Apply opportunity cost to evaluate individuals' decisions, including ones made in their communities
6.1.4.C.3 Explain why incentives vary between and among producers and consumers.
6.1.4.C.4 Describe how supply and demand influence price and output of products.
6.1.4.C.5 Explain the role of specialization in the production and exchange of goods and services.
6.1.4.C.6 Describe the role and relationship among households, businesses, laborers, and governments within the economics system.
Illustrate how production, distribution, and consumption of goods and services are interrelated and are affected by the global market and events in the
6.1.4.C.8
world community.
6.1.4.C.10 Explain the role of money, savings, debt and investment in individuals' lives.
RI 2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RI 2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
RI2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text
26
9.1.4.D.2 Express needs, wants, and feelings appropriately in various situations.
Explain the meaning of productivity and accountability, and describe situations in which productivity and accountability are important in the home,
9.1.4.F.1
school, and community.
9.1.4.A.1 Explain the difference between a career and a job, and identify various jobs in a community and the related earnings.
9.1.4.A.3 Explain how income affects spending and take home pay.
9.2.4.B.1 Differentiate between financial wants and needs.
9.2.4.B.3 Explain what a budget is and why it is important.
9.2.4.B.5 Identify ways to earn and save.
9.2.4.E.1 Determine factors that influence consumer decisions related to money.
9.2.4.E.5 Explain what it means to be a responsible consumer and the factors to consider when making consumer decisions.
9.3.A.4.1 Identify reasons why people work, and discuss how work can help a person achieve personal goals.
Unwrapped Standards
Higher Level
Thinking/Blooms
-Draw conclusions about
producer, consumer, goods, services, -Explain similarities and differences between producers and consumers
Lesson 1 personal experiences as
businesses -Describe how goods and services are related to business
consumers
-Differentiate between wants and needs when making choices and spending
money -Make choices based on
Lesson 2 occupation, income, budget, bank
-Explain how income can vary depending on occupation an imaginary budget
-Understand the purpose and importance of having a budget
- Students research a
-Understand how raw materials and resources become products
classroom item and how it
raw material, factories, human -Describe the origin and use of raw materials in creating resources
Lesson 3 was manufactured; report
resource, capital resources -Sequence steps in a production process from raw materials to finished
out to the class through a
product in a market
flow chart on Popplet
-Role play a scenario in
-Understand causes/effects of scarcity
Lesson 4 scarce, marketplace which 2 countries or
-Explain supply and demand by using cause/effect
groups must use
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barter/trade to exchange
-Determine uses/needs for bartering and trading goods to fulfill a need for
Lesson 5 barter, trade
-Explain why money is a more effective means of buying/selling their country or group.
Assessment
Formative:
Performance Based Assessment:
-Creation of flow chart to demonstrate how
classroom items are made
-Letter writing
-"Community Helpers" - Bobbie Kalman

-"Think Fair Trade First" - Ingrid Hess
-"Career Day" - Anne Rockwell
-"One Hen" - Katie Smith Milway
How the Cozy Coupe is Made -
-"Curious George Goes to a Chocolate Factory" - Margret Rey
http://www.youtube.com/watch?v=wHNsziaxQdg
-"What are Goods and Services" - Carolyn Andrews
How Baseballs are Made -
-"What is Trade" - Carolyn Andrews
http://www.youtube.com/watch?v=nYl6p2f4jpk
-"Do I Need It, or Do I Want It? Making Budget Choices" - Jennifer
How Wooden Bats are Made -
Larson
http://www.youtube.com/watch?v=zbLeXlhDdJ4
-"What Can You Do With Money? Earning, Spending, and Saving" -
How Aluminum Bats are Made -
Jennifer Larson -Lesson 16 aligns with
http://www.youtube.com/watch?v=O7-nxG0YxL0
-"Those Shoes" - Maribeth Boelts Lesson 2 in SS
How Blue Jeans are Made -
Earth’s Resources by Sue Barraclough
http://www.youtube.com/watch?v=_KZWe0sYglc
Natural or Man-Made? By Kelli Hicks
How Sneakers are Made -
The Adventures of an Aluminum Can by Alison Inches and Mark
http://www.youtube.com/watch?v=RnRX7oYCwHI
Chambers
How Pencils are Made - http://www.sciencechannel.com/tv-
The Earth’s Resources – Renewable and Non-Renewable by
shows/how-its- made/videos/how-its-made-pencils.htm
Rebecca Harman
Curious George Goes to a Chocolate Factory by H. A. Rey
How to Make an Apple Pie and See the World by Marjorie Priceman
Businesses Depend on Each Other – Leveled Reader
28
Grade Two Edison Approximate Pacing 4-6 weeks
My community has been shaped by important historical events and has many unique qualities.
Priority NJCCS

Compare and contrast how government functions at the community, county, state, and national levels, the services provided, and the impact of policy
6.1.4.A.8
decisions made at each level.
6.1.4.B.5 Describe how human interaction impacts the environment in New Jersey and the United States.
6.1.4.C.12 Evaluate the impact of ideas, inventions, and other contributions of prominent figures who lived in New Jersey.
6.1.4.D.8 Determine the significance of New Jersey's role in the American Revolution.
6.1.4.D.11 Determine how local and state communities have changed over time, and explain the reasons for the changes.
Examine the impact of a local issue by considering the perspectives of different groups, including community members and local
6.3.4.A.2
officials.
RI 2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RI 2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
RI2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text
9.1.4.B.1 Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking
9.1.4.D.3 Demonstrate an awareness of one's own culture and other cultures during interactions within and outside of the classroom.
29
9.1.4.E.1 Explain how digital media are used in daily life in a variety of settings
9.1.4.E.2 Demonstrate effective communication using digital media during classroom activities
9.1.4.E.3 Distinguish how digital media are used by individuals, groups, and organizations for varying purposes
Unwrapped Standards
Higher Level
Thinking/Blooms
-Assess problems within
school/community;
Government - 3 mayor, superintendent, principal, Board -Identify people in various leadership roles within the community determine responsible
days of Education -Explain some of the responsibilities of each leader part, and draft a
persuasive letter to
address the issue
-Explain causes and effects of change to a location over time (ie: Old Post -Evaluate whether
Road and/or Oak Tree Pond, St. James Church, Stelton Baptist Church, changes to specific place
Old Post Road changes, Camp Kilmer, Edison Memorial Light Tower) have been
History - 5 days
George Washington -Appreciate historical figures who have passed through Edison (George positive/negative, and give
Washington and other Revolutionary figures) reasons to support
-Understand the importance of Camp Kilmer's role in World War II thinking
-Understand and explain the importance of Thomas Edison's contributions to

Edison and the world
inventions, phonograph, light bulb, -Design an invention to
-Describe Edison's most famous inventions
Thomas Edison telegraph, laboratory, movies, Light improve individual lies,
-Recognize the Light Tower as a monument in honor of Edison's important
- 10 days Tower, monument, Menlo Park, and evaluate purpose and
contributions
biography benefits of the invention
-Explain how a biography discusses the life and achievements of a person
who made an impact on society
-Explain responsibilities of fire department, police department, and post office -Hypothesize impact to a
environment, Dismal Swamp, Fire and their impact on a community's safety and maintenance community if one or more
Maps and Department, Police Department, Post -Compare and contrast locations and features of various parks, community centers (such
Places - 5 days Office, Recreation Centers, neighborhoods, an recreation centers as a fire department,
neighborhoods, parks -Understand that the Dismal Swamp is the home to many types of wildlife police department, post
specifics which must be protected office) did not exist
30
-Analyze how an aspect of
their society has made an
impact on Edison
Immigration
-Appreciate Edison as a "melting pot" of many cultures, as a direct result of -Evaluate whether their
and Culture - 2 immigration, melting pot, culture
immigration culture is strongly
days
prevalent in the Edison
community and how they
feel about it
Assessment
Formative:
-Letter writing
-Lesson 14: Talking Tools

-Lesson 20: Heroes, Then and Now
-Discovering Edison Unit and Student Book
-Adventures Magazine: Who's Calling
-Book baskets to accompany Edison Unit
-Adventures Magazine: Our Earth, Our Home
-Google Maps
-Lesson 2: My Family
-WebQuest
-Lesson 13: Schools Around the World
-Lesson 15: Office Buckle and Gloria
31

Constitution Day “The US Constitution” by Kathy Allen K12.com/constitution-day http://www.nea.org/tools/lessons/constitution-day-grades-k-

5.html
Columbus Day “Christopher Columbus: My First “In 1492” by Jean Marzollo http://www.nea.org/tools/lessons/columbus-day-grades-k-
Biography” by Marion Dane Bauer 5.htm
Thanksgiving “Thanksgiving Day” by Gail Gibbons “Feeling Thankful” by Shelly Rotner http://www.scholastic.com/teachers/lesson-
and Sheila Kelly plan/thanksgiving-lessons-grades-prek-2
MLK “A Picture Book of Martin Luther King” “Martin’s Big Words” by Doreen http://www.readwritethink.org/classroom-resources/lesson-
by David Adler Rappaport plans/martin-luther-king-identifying-257.html
President’s Day “Able Lincoln’s Hat” by Martha “George Washington: Our First http://www.scholastic.com/teachers/unit/presidents-day-
Brenner President” by Garnet Jackson everything-you-need
Black History Month “Let’s Read About Rosa Parks” by “The Story of Ruby Bridges” by http://www.scholastic.com/teachers/unit/black-history-
Courtney baker Robert Coles month-everything-you-need
Women’s History “Rosa Parks” by Wil Mara “Betsy Ross and the Silver Thimble” http://www.nea.org/tools/lessons/womens-history-
Month by Stephanie Greene month.html
32
Elementary Social Studies – Grade Three
3rd Grade Community Government Approximate Pacing 30 days
Communities depend on citizens to participate in their government.
Priority NJCCS
6.1 History: America in the World - All students will acquire the knowledge and skills to think analytically about how past and present
informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.
Explain how the rules and laws created by community, state, and national governments protect the rights of people, help resolve conflicts,
6.1.4.A.1
Determine how "fairness", "equality", and the "common good" have influenced change at the local and national levels of the United States
6.1.4.A.3
government.
6.1.4.A.5 Distinguish the roles and responsibilities of the three branches of the national government.
6.1.4.A.6 Explain how national and state governments share power in the federal system of government.
6.1.4.A.9 Compare and contrast responses of individuals and groups, past and present, to violations of fundamental rights.
Describe how the actions of Dr. Martin Luther King, Jr., and other civil rights leaders served as catalysts for social change and inspired social
6.1.4.A.10
activism in subsequent generations.
Explain how the fundamental rights of the individual and the common good of the country depend upon all citizens exercising their
6.1.4.A.11
civic responsibilities at the community, state, national, and global levels.
Explore how national and international leaders, businesses, and global organizations promote human rights and provide aid to individuals and
6.1.4.A.16
nations in need.
6.1.4.B.1 Compare and contrast information that can be found on different types of maps and determine when the information can be useful.
33
Use physical and political maps to explain how the location and spatial relationship of places in New Jersey, the United States,
6.1.4.B.2
and other areas, worldwide, have contributed to cultural diffusion and economic interdependence.
Describe how landforms, climate, and weather and availability of resources have impacted where and how people live and work in different
6.1.4.B.4
regions in NJ and the Untied States.
6.1.4.B.8 Compare ways people chose to use and divide natural resources.
6.1.4.C.1 Apply opportunity cost to evaluate individuals decisions including ones made in their communities.
6.1.4.C.3 Explain why incentives vary between and among producers and consumers.
6.1.4.C.4 Describe how supply and demand influence price and output of products.
6.1.4.C.5 Explain the role of specialization in the production and exchange of goods and services.
6.1.4.C.10 Explain the role of money, savings, debt, and investment in individuals’ lives.
6.1.4.C.16 Explain how creativity and innovation resulted in scientific achievement and inventions in many cultures during different historical periods.
Explain how the development of communications systems has led to increased collaboration and the spread of ideas throughout
6.1.4.C.18
the United States and the world.
RI 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI 3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using
RI 3.3 language that pertains to time, sequence, and cause/effect.
RI 3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
RI 3.6 Distinguish their own point of view from that of the author of a text.
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g.,
RI 3.7 where, when, why, and how key events occur).
34
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end
RI 3.10 of the grades 2–3 text complexity band independently and proficiently.
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into
W 3.8 provided categories.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)
W 3.10 for a range of discipline-specific tasks, purposes, and audiences.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and
SL 3.1 texts, building on others’ ideas and expressing their own clearly.
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an
SL 3.4 understandable pace.
Evaluate environmental services using analytic procedures and instruments and apply scientific principles to environmental systems
9.1.4.A.12
management activities.
9.1.4.C.1
during play).
9.1.8.E.1 Explain how technology has strengthed the role of digital media in teh global society.
9.2.4.A.1 Explain the difference between a career and a job, and identify various jobs in the community and the related earnings.
9.2.4.E.5 Explain what it means to be a responsible consumer and the factors to consider when amkign consumer decisions.
9.3.4.A.1 Idetnify reasons why people work and how work can help a person achieve their goals.
35
Unwrapped Standards
Lessons Key Knowledge Process/Skills/Procedures/Application of Key knowledge
-Compare and contrast rights and responsibilities at home vs. at school

Lesson 1:HMH 7.1 election, majority rule, ballot
-Create a flow chart of the election process
responsibility, consequence, -Identify responsibilities of citizens

Lesson 2: HMH 7.2
common good, volunteer -Cause and effect: determine what effect responsibilities have on the common good
character trait, hero, boycott, -In-depth study of historic figures: character traits; impact on common good
Lesson 3: HMH 7.3
justice -Draw conclusions about contributions made by "Everyday Heroes" in the community
Assessment
Formative:
Summative:
-Exit Tickets
-Performance Assessment, pg. 233
-Practice pages
-Unit pre- and post- tests
-Lesson Reviews
RESOURCES Journeys Connections
-Brain Pop Jr. "Rights and Responsibilities"

-"Harvesting Hope: The Story of Cesar Chavez", Kathleen -SE: 66-69
Krull -TE: T 140-141
"Mutt dog!", Stephen Michael King
36
3rd Grade Cultures Around the World Approximate Pacing 30 days
Cultural differences enrich communities and make them diverse
Priority NJCCS
NJCCS
informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global
communities.
6.1.4.A.13 Describe the process by which immigrants become United States citizens.
6.1.4.A.14 Describe how the world is divided into many nations that have their own governments, languages, customs, and laws.
Summarize reasons why various groups, voluntarily and involuntarily, immigrated to New Jersey and America, and describe the
6.1.4.D.2
challenges they countered.
6.1.4.D.3 Evaluate the impact of voluntary and involuntary immigration on America's growth as a nation, historically and today.
Explain how folklore and the actions of famous historical and fictional characters from New Jersey and other regions of the United
6.1.4.D.12
States contributed to the American national heritage.
6.1.4.D.14 Trace how the American identity evolved over time.
Explain how various cultural groups have dealt with the conflict between maintaining traditional beliefs and practices and adopting new
6.1.4.D.15
beliefs and practices.
6.1.4.D.16 Describe how stereotyping and prejudice can lead to conflict, using examples from the past and present.
6.1.4.D.18 Explain how an individual’s beliefs, values, and traditions may reflect more than one culture.
37
6.1.4.D.20 Describe why it is important to understand the perspectives of other cultures in an interconnected world.
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text,
RI 3.3 using language that pertains to time, sequence, and cause/effect.
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject
RI 3.4 area.
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text
RI 3.7 (e.g., where, when, why, and how key events occur).
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the
RI 3.10 high end of the grades 2–3 text complexity band independently and proficiently.
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence
W 3.8 into provided categories.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day
W 3.10 or two) for a range of discipline-specific tasks, purposes, and audiences.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3
SL 3.1 topics and texts, building on others’ ideas and expressing their own clearly.
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly
SL 3.4 at an understandable pace.

38
Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school,
9.1.4.C.1
and during play).
9.1.4.E.1 Explain how digital media are used in daily life in a variety of settings.
9.1.4.E.3 Distinguish how digital media are used by individuals, groups, and organizations for varying purposes.
Unwrapped Standards
-Identify reasons why people move and settle in new places

Lesson 1:
opportunity, prejudice, migrate -Describe immigrants' arrival and living conditions in the United States
HMH 9.1
-Identify reasons why people move within a country
-Analyze how different groups share their cultures in the United States
Lesson 2: custom, diverse, ethnic group,
-Compare and contrast cultures and diversity in communities
HMH 9.2 multicultural, tradition
-Identify ways that immigrants contribute to communities
-Identify American landmarks, such as the Statue of liberty and Mount Rushmore
Lesson 3:
landmark, statue, holiday -Identify and explain the significance of national holidays, such as Dr. Martin Luther King Jr. Day,
HMH 9.3
Presidents' Day, Veterans Day, and Independence Day
Lesson 4: literature, myth, fable, folktale, -Compare and contrast the many ways people express their culture
HMH 10.1 legend, folk song, worship -Identify literature, art, music, dance, architecture, and religion as expressions of culture
-Compare and contrast how cultural groups celebrate the new year
Lesson 5:
festival -Identify St. Patrick's day, Cinco de Mayo, Mexican Independence Day,and Kwanzaa as examples
HMH 10.2
of cultural holidays
39
-Compare and contrast language, dress, and food in various cultures around the world
Lesson 6:
cultural identity -Define cultural identify
HMH 10.3
-Identify expressions of different cultures around the world
Assessment
Formative:
Summative:
-Exit Tickets
-Practice pages
-Lesson Reviews
Resources
-Brain Pop: "Mexico"; "Martin Luther King, Jr."; "Abraham Lincoln"; "Pueblo"
-Scholastic:http://www.scholastic.com/teachers/article/new-year-celebrations-around-world
40
3rd Grade Working in Our Community Approximate Pacing 30 days
People depend on one another to produce, buy, and sell goods and services. Good decision-making helps the economy of a family or a community.
Priority NJCCS
NJCCS
informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global
communities.
6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity
and promote cultural understanding by working collaboratively to address that challenges that are inherent in living in an interconnected
world.

6.1.4.C.1 Apply opportunity cost to evaluate individuals decisions including ones made in their communities
Distinguish between needs and wants and explain how scarcity and choice influence decisions made by individuals, communities, and
6.1.4.C.2
nations
6.1.4.C.4 Describe how supply and demand influence prince and output of products
6.1.4.C.7 Explain how the availability of private and public goods and services is influenced by the global market and government.
6.1.4.C.10 Explain the role of money, savings, debt and investment in individuals’ lives.
6.1.4.C.11 Recognize the importance of setting long-term goals when making financial decisions within the community.
6.1.4.C.13 Determine the qualities of entrepreneurs in a capitalistic society.

Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text,
RI 3.3 using language that pertains to time, sequence, and cause/effect.
41
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject
RI 3.4 area.
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text
RI 3.7 (e.g., where, when, why, and how key events occur).
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the
RI 3.10 high end of the grades 2–3 text complexity band independently and proficiently.
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence
W 3.8 into provided categories.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day
W 3.10 or two) for a range of discipline-specific tasks, purposes, and audiences.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3
SL 3.1 topics and texts, building on others’ ideas and expressing their own clearly.
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly
SL 3.4 at an understandable pace.
Practice collaborative skills in groups, and explain how these skills assist in completing tasks in different settings (at home, in school,
9.1.4.C.1
and during play).
9.2.4.A.1 Explain the difference between a career and a job, and identify various jobs in the community and the related earnings.
9.2.4.A.2 Identify potential sources of income and their limitations.
9.2.4.E.1 Determine factors that influence consumer decisions related to money.
9.2.4.E.3 Evaluate financial information from a variety of sources.
9.2.4.E.5 Explain what it means to be a responsible consumer and the factors to consider when making consumer decisions.
9.2.4.E.7 Compare and contrast product facts versus advertising claims.
9.2.4.F.2 Relate a country’s economic system of production and consumption to building personal wealth and achieving societal responsibilities.
42
Unwrapped Standards
product, producer, entrepreneur, -Idetnfiy consumers and producers and understand that they are dependent on one another
Lesson 1:
consumer, interdependence, -Analyze the importance of entrepreneurship
HMH 11.1
wage, income -Explore the world of work
capital, raw material, human -Idetnfiy three types of resources used in a business
Lesson 2:
resource, capital resource, -Recognize the differences between human, natural, and capital resources
HMH 11.2
factory, manufacture -idetnfiy the types of resources used by a specific type of business
Lesson 3: -Anazlye why countires import and export goods

international trade, import, export
HMH 11.3 -Identify how transportation has imporved the quality of goods and services
Lesson 4: -between fact and opinion in an advertisement

opinion
HMH pg. 410 -Differentiate between fact, fiction, and opinion
-Identify and explain free markets

Lesson 5: profit, freemarket, competition,
-Explain that competition in a free market economy affects pricing
HMH 12.2 demand, supply, scarcity
-Analyze how supply and demand affect pricing
-Describe how people earn income and the types of work they do
Lesson 6: savings, deposit, interest, invest,
-Analyze the relationship between saving and spending
HMH 12.3 budget
-Identify the skills used to make economic decisions
Lesson 7: -Identify that businesses around the world depend on each other
cooperative
HMH 12.4 -Describe the role of smaller businesses in communities
43
Assessment
Formative:
Summative:
-Exit Tickets
-Practice pages
-Lesson Reviews
Resources
-Read Aloud:
-Brain Pop:
-Scholastic:
44

Patriot’s Day “The Man Who Walked Between -“September Roses” – Jeannette -http://www.scholastic.com/911day/
the Towers” – Mordicai Gerstein Winter -A-Z Teacher Stuff
Constitution Day “Shh! We’re Writing the -“We the Kids: The Preamble to http://www.nea.org/tools/lessons/constitution-day-
Constitution” – Jean Fritz the Constitution of the United grades-k-5.html
States” – David Catrow -National Archives – archives.gov
-Constitution Center
Election Day -“So You Want to be President” – Brain Pop: “Election” -PBS Kids: pbskids.org/zoom/fromyou/elections
Judith St. George -Scholastic: scholastic.com/teachers/unit/elections-
everything-you-need
-http://www.readwritethink.org/classroom-
resources/calendar-activities/november-election-
20614.html
Thanksgiving “Twas the Night Before “The Thanksgiving Door” – http://www.scholastic.com/teachers/lesson-
Thanksgiving” – Dav Pilkey Debby Atwell plan/thanksgiving-lessons-grades-3-5
MLK -“If a Bus Could Talk: The Story of -Brain Pop: “Martin Luther King, -US Kids: usconsulate.org.hk/pas/kids/mlkd.htm
Rosa parks” – Faith Ringgold Jr.” -National Geographic Kids Slide Show
-“Freedom on the Menu: The -National Geographic Kids
Greensboro Sit-Ins” – Carole
Boston Weatherford
President’s Day -“Lincoln and Me” – Louise W. Brain Pop: US Presidents -Scholastic:
Borden scholastic.com/teachers/collection/presidency-united-
-“George Washington’s Socks” – states
Elvira Woodruff -NEA: nea.org/tools/lessons/presidents-day-
-“President’s Day” – Anne Rockwell activities.html
Black History Month “The Other Side” by Jacqueline “Freedom Summer” by Deborah http://www.scholastic.com/teachers/unit/black-
Woodson Wiles history-month-everything-you-need
Women’s History http://www.smithsonianeducation.or http://www.history.com/topics/wo http://www.nea.org/tools/lessons/womens-history-

Month g/educators/resource_library/wome mens-history-month month.html
n_resources.html
45
Memorial Day -“Red, White, and Blue Good-bye” – Brain Pop: Memorial Day -NEA: nea.org/tools/lessons/memorial-day-lesson-
Sarah Wones Tomp ideas-k-5.html
-“Patrol” – Walter Dean Myers -Educators World:
educationworld.com/holidays/archives/memoral_day.
shtml
46
Elementary Social Studies – Grade Four
Approximate
4th Grade Geography 25 days
Pacing
Unit Objectives/Enduring Understandings
-How are maps used to located features and places to navigate and to show
-Maps show a connection between geographic features and human development. changes over time?
-People in New Jersey have always been influenced and affected by their -Where is NJ located and what are it's natural regions and major cities?
environment. -What are the regions of New Jersey and how does it affect where people live and
work?
Priority NJCCS
6.1 U.S. History: America in the World - All students will acquire the knowledge and skills to think analytically about how past and present
Social Studies NJCCS interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make
informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities
6.3 Active Citizenship in the 21st Century - All students will acquire the skills needed to be active, informed citizens who value diversity and
promote cultural understanding by working collaboratively to address that are inherent in living in an interconnected world.
CPI# Cumulative Progress Indicators
6.1.4.B.2
Explain how and when it is important to use digital geographic tools, political maps, and globes to measure distances and to determine time
6.1.4.B.3
zones and locations using longitude and latitude.
Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different
6.1.4.B.4
regions of NJ and the US.
Compare and contrast characteristics of regions in the United States based on culture, economics, politics, and physical environment to
6.1.4.B.6
understand the concept of regionalism.
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.B.8 Compare ways people choose to use and divide natural resources.
Identify the major cities in New Jersey, the United States, and major world regions, and explain how maps, globes, and demographic tools can
6.1.4.B.10
be used to understand tangible and intangible cultural differences.
Compare different regions of New Jersey to determine the role that geography, natural resource, climate, transportation, technology, and/or
6.1.4.C.14
the labor force have played in economic opportunities.
Plan and participate in an advocacy project to inform others about environmental issues at the local or state level and propose possible
6.3.4.B.1
solutions.
47
RI 4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI 4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific
RI 4.3 information in the text.
RI 4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information
RI 4.6 provided.
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive
RI 4.7 elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5
RI 4.10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize
W 4.8 information, and provide a list of sources.
SL 4.1 texts, building on others’ ideas and expressing their own clearly.
Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive
SL 4.4 details to support main ideas or themes; speak clearly at an understandable pace.
CPI# 21st Century Life and Career (Standard 9) and/or Technology Standard (Standard 8) / Anchor Standards
9.1.4.A.2 Evaluate available resources that can assist in solving problems.

9.1.4.C.1 during play).
48
Unwrapped Standards
Lesson Key Knowledge Process/Skills/Procedures/Application of Key Knowledge

-Explain the Five Themes of Geography
-The five themes of geography
Lesson 1: I14 -Inquiry into map/globe to find oceans, hemispheres, the equator, and the prime
-Continents, hemispheres, and the prime meridian
meridian
-Interpret functions of different map features and identify specific locations on
Lesson 2: I20 -Map features of different types of maps
various maps
-maps, globes, digital geographic tools, demographic
Lesson 3: NJ1A -Apply knowledge of map tools
tools
-Paleo-Indians, Archaic Indians, Woodlands Indians,

Lenape -Analyze the relationship between people and their environment
Lesson 4: pg. 1-5
-Inner Coastal Plain, Appalachian Ridge and Valley, -Identify characteristics of various regions of New Jersey
Highlands, Piedmont, Outer Coastal Plain
-Vocabulary: continent, relative location -Describe New Jersey's location relative to other states, countries, and bodies of
Lesson 5: pg. 10-11
-Geography: NJ's location in the US water
-Vocabulary: regions, physical characteristics

Lesson 6: 12-13 -Geography: Northeast, Appalachian Ridges, and Valley, -Compare and contrast key features of the regions of New Jersey
Highlands, Piedmont, Atlantic Coastal Plain
-Vocabulary: sea level, silt, vegetation

-Geography: Appalachian Ridge and Valley, Highlands, -Analyze how New Jersey's natural regions have formed over time
Lesson 7: 18-23
Piedmont, Atlantic Coastal Plain, Inner Coastal Plain, -Identify the physical characteristics of New Jersey's natural regions
Outer Coastal Plain
-Vocabulary: urban, suburbs, rural, population density

Lesson 8: pg. 14-15 -Geography: Newark, Jersey City, Paterson, Trenton, -Compare and contrast urban and rural areas of New Jersey
Bayonne, Atlantic City, Delaware River, Cape May
-Vocabulary: absolute location, latitude, longitude, prime -Use longitude and latitude to describe absolute locations
Lesson 9: 16-17
meridian -Use maps to identify and describe the locations of cities in New Jersey
49
Lesson 10: Pg. 150-151 time zones -Use a time zone map to compare time in different parts of the US
-Vocabulary: climate, precipitation, nor'easter, natural

-Compare and contrast various climates in New Jersey
Lesson 11: 26-29 resources, renewable, nonrenewable, manufacturing
-Identify and describe the different kinds of natural resources found in New Jersey
-Map Skills: Human-Environment Interactions
Assessment
Formative:
Summative: Performance Based Assessment:
-Exit Tickets
-Performance Assessment Create a theme park using stepmap.com based on knowledge
-End of lesson review
-Unit pre- and post- assessments of landforms
Resources
-NJ History Kids (The Pinelands)

-Brain Pop: "Geography Themes"
-state.nj.us/state/history/kids
-Reading Rainbow: "Maps and Globes"
-NJ Facts (leisure guide)
-Map Maker: mapmaker.rutgers.edu/MAPS.html
-visitnj.org
-socialstudiesforkids.com/subjects/geography.html
-"The History of Telling Time" youtu.be/T1E014eLKNI
-mywordfulworld.org/kidsteens_welcome.html
-Animaniacs "When You're Traveling"
-census.gov/schools/facts.new_jersey.html
-You Tube "History of Telling Time"
-kids.usa.gov/social-studies/indez.html
-You Tube: "Real World: Time Zones and Longitude and Latitude"
-"United States Regions" youtu.be/9RhPlrgk0-0
-You Tube: "Renewable and Nonrenewable Energy Sources"
50
Approximate
4th Grade Culture and People of NJ 25 days
Pacing
-Who were the Native American groups of New Jersey and how did they live?
-Why did Europeans come to North America?
-The exploration and settlement of North America led to changes in the area that is
-How was the New Jersey colony divided and settled?
now New Jersey
-Why was the state of New Jersey important to the American Revolution?
-How did new forms of transportation change New Jersey?
Priority NJCCS
Social Studies NJCCS interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make
6.1.4.B.2
6.1.4.B.5 Describe how human interactions impact the environment in New Jersey and the United States
Compare different regions of New Jersey to determine the role that geography, natural resources, climate, transportation, technology, and/or
6.1.4.C.14
the labor force have played in economic opportunities
6.1.4.C.15 Describe how the development of different transportation systems impacted the economies of New Jersey and the United States
6.1.4.D.1 Determine the impact of European colonization on Native American populations, including the Lenni Lenape of New Jersey
Summarize reasons why various groups, voluntarily and involuntarily, immigrated to New Jersey and America, and describe the challenges
6.1.4.D.2
they encountered
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.8 Determine the significance of New Jersey's role in the American Revolution
6.1.4.D.7 Explain the role of Governor William Livingston played in the development of the New Jersey government
Describe the civic leadership qualities and historic contributions of George Washington, Thomas Jefferson, and Benjamin Franklin towards the
6.1.4.D.6
development of the United States government
51
6.1.4.D.9 Explain the impact of trans-Atlantic slavery on New Jersey, the nation, and individuals
6.1.4.D.10 Describe how the influence of Native American groups, including the Lenni Lenape culture, is manifested in different regions of New Jersey
Explain how folklore and the actions of famous historical and fictional characters from New Jersey and other regions of the US contributed to
6.1.4.D.12
the American national heritage
6.1.4.D.16 Describe how stereotyping and prejudice a can lead to conflict, using examples from the past and present
6.1.4.D.18 Explain how an individual beliefs, values, and traditions may reflect more than one culture
6.1.4.D.19 Explain how experiences and events may be interpreted differently by people with different cultural or individual perspectives
6.1.4.D.20 Describe why it is important to understand the perspectives of other cultures in an interconnected world
RI 4.3
information in the text.
RI 4.6
provided.
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements
RI 4.7
on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
RI 4.10
text complexity band proficiently, with scaffolding as needed at the high end of the range.
W 4.8
information, and provide a list of sources.
W 4.10
for a range of discipline-specific tasks, purposes, and audiences.
52
SL 4.1
texts, building on others’ ideas and expressing their own clearly.
Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details
SL 4.4
to support main ideas or themes; speak clearly at an understandable pace.
Unwrapped Standards

-Identify the culture and products of New Jersey's early people
Lesson 1: -Analyze how changes in climate affected Native Americans in New Jersey
cultures, longhouses, oral stories
HMH 1.4 -Describe Lenape culture, and discuss how Lenape beliefs and values were
handed down over time
-Describe how stereotyping and prejudice can lead to conflict

Lesson 2:
prejudice, stereotype, conflict -Explain how different perspectives may be formed by different people and why it is
Unit 2 Intro
important to respect them
-Identify early North American explorers

Lesson 3:
time line -Analyze the significance of the Battle of Trenton and Princeton
Unit 2 preview
-Identify the important figures in New Jersey's early history
-Explain why different European groups came to North America

Lesson 4:
colony, demand, supply, slavery -Describe European settlements in New Jersey and analyze how settlement
HMH 2.1
affected the Lenape
Lesson 5:
colony, demand, supply, slavery -Compare and contrast the Lenape and English viewpoints of European settlement
HMH 2.1
-Analyze how religion was a factor in the settlement of New Jersey
Lesson 6:
boundary, proprietor, royal colony -Identify reasons why various groups of immigrants settled in the New Jersey
HMH 2.2
colony
53
Lesson 7: -Identify events leading to the American Revolution

loyalist, patriot
HMH 2.3 -Analyze New Jersey's role during the American Revolution
-Identify and discuss inventions in transportation and communication in New Jersey

Lesson 8:
transportation, invention, turnpike, immigrant in the early 1800s
HMH 2.5
-Analyze the growth of cities in New Jersey
Assessment
Formative:
Summative:
-Exit Tickets
-Performance Assessment
Resources
-Websites: www.lenapelifeways.org; www.usgennet.org/usa/nj/state/Lenape.htm; -Read Aloud: "The Araboolies of Liberty Street" - Ed Young; "Piggybook" - Anthony
www.lenape.org; www.bigorrin.org/lenape_kids.htm; Browne; "The Sneeches" - Seuss; "Apple Pie 4th of July" - Janet Wong; "When
www.nj.gov/state/historical/topica_lenape_elementary.html; Everyone Wore a Hat" - Steig; "Someday" - Alison McGhee and Peter Reynolds;
www.nj.gov/state/historical/pdf/teachers-nj-legacy-guide.pdf; "The Wartville Wizard" - Don Madden; "What You Know First" - Patricia
nj.digitalhighway.org/enj/themes; jerseyhistory.org/curriculum.html; MacLachlan; "Chicken Sunday" - Polacco; "Uncle JEd's Barbershop" - Margaree;
nj.gov/state/njhistorypartnership/links.html; www2.scc.rutgers.edu/njh; "Fly Away Home" - Bunting; "Encounter" - Yolen
njhistorypratnership.org/contents/htm; -YouTube: Schoolhouse Rocks
njdigitalhighway.org/resource_center_educ.php; state.nj.us/nj/govinfo/county; -New Jersey History Kids: The Lenape; George Washington at Morristown; The
nj.gov/state/historical/dos_his_projects.html American Revolution
54
Approximate
4th Grade Progress as a State 25 days
Pacing
-The exploration and settlement of North America has led to changes in the area -Historical events and human activities have caused New Jersey to grow and
that is now New Jersey. change over time, making New Jerseyans proud of their history and culture.
Priority NJCCS
Social Studies
NJCCCS
Determine how "fairness", "equality", and the "common good" have influenced changed at the local and national levels of United States
6.1.4.A.3 government.
Describe how the actions of Dr. Martin Luther King, Jr. and other civil rights leaders served as catalysts for social change and inspired social
6.1.A.10 activism in subsequent generations.
6.1.4.A.12 Explain the process of creating change at the local, state, or national level.
Explain how and why it is important that people from diverse cultures collaborate to find solutions to community, state, national, and global
6.1.4.A.15 changes.
6.1.4.B.9 Relate advances in science and technology to environmental concerns, and to actions taken to address them.
Illustrate how production, distribution, and consumption of goods and services are interrelated and are affected by the global market and
6.1.4.C.8
events in the world community.
Compare and contrast how access to and use of resources affects people across the world differently.
6.1.4.C.9
55
Evaluate the impact of ideas, inventions, and other contributions of prominent figures who lived in New Jersey.
6.1.4.C.12
Compare different regions of New Jersey to determine the role that geography, natural resources, climate, transportation, technology, and/or
6.1.4.C.14 the labor force have played in economic opportunities.
Describe how the development of different transportation systems impacted the economies of New Jersey and the United States.
6.1.4.C.15
Explain how creativity and innovation resulted in scientific achievement and inventions in many cultures during different historical periods.
6.1.4.C.16
Determine the role of science and technology in the transition from an agricultural society to an industrial society, and then to the information
6.1.4.C.17
age.
6.1.4.D.9 Explain the impact of trans-Atlantic slavery on New Jersey, the nation, and individuals.
6.1.4.D.11 Determine how local and state communities have changed over time, and explain the reasons for changes.
Explain how folklore and the actions of famous historical and fictional characters from new jersey and other regions of the United states
6.1.4.D.12
contributed to the American national heritage.
6.1.4.D.16 Describe how stereotyping and prejudice can lead to conflict, using examples from the past and present.
RI 4.3 information in the text.
RI 4.6 provided.
56
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive
RI 4.7 elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
RI 4.10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
W 4.8 information, and provide a list of sources.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics
SL 4.1 and texts, building on others’ ideas and expressing their own clearly.
Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive
SL 4.4 details to support main ideas or themes; speak clearly at an understandable pace.
Unwrapped Standards
Lesson 1: -discuss how scientific and technological developments over the course of history
technology
Unit 3, pg. 97A have changed the way people live and economies and governments function
Lesson 2: -Analyze how historical figures relate to the history of what is now New Jersey
time line
Unit 3 Preview and the world
57
Lesson 3: slavery, Underground Railroad, seceded, emancipation, -Analyze what people in New Jersey did in response to slavery
HMH 3.1 civil war, border state, free states, slave states -Describe how people in new Jersey participated in the Civil War
-Analyze how transportation, industry, and invitations changed the economy of
Lesson 4: New Jersey
economy, industry
HMH 3.2 -Describe the immigrants and migrant workers who became New Jersey's
workers
Lesson 5: Menlo Park, Thomas Edison, Lewis Lattimer, John
-Analyze how inventions changed the economy of New Jersey
HMH pg. 114 Holland, Eldridge Johnson
Lesson 6:
strike, labor union -Analyze why people came to New Jersey and the hardships they faced
HMH pg. 115-116
-Describe how World War I and World War II affected people and industries in
Lesson 7:
unemployed, ration, depression, reform, stock new Jersey
HMH 3.3
-Describe the changes caused by the Great Depression and the New deal
Lesson 8:
discrimination, suffrage, civil rights -Evaluate the ways citizens influence public policy on equal rights
HMH 3.4
-Describe New Jersey's economy

Lesson 9: service industry, free enterprise, consumer, producer, -Compare and contrast the consumers and the producers of goods and services
HMH 4.3 export, import, technology -Analyze how New Jerseyans have improved their ability to earn income by
gaining knowledge, skill, and experience
Lesson 10: -Identity the goals of the United Nations

diplomacy, diversity, tradition, ethnic group
HMH 4.4 -Compare and contrast diverse cultures in the United States and New Jersey
Lesson 11: -Identify famous NJ artists and analyze how they contributed to the cultural
folklore
HMH pg. 174-179 heritage of New Jersey
58
Assessment
Formative:
Summative:
-Exit Tickets
Resources
-NJ History Kids - Ben Shahn's mural and Howell Living History:
-NJ Digital Highway www.njdigitalhighway.org/enj/themes
www.state.nj.us/state/historykids/NJHistoryKids.htm
-NJ History Kids - "Still Family Reunion Video"
-Schoolhouse Rock - The Great American Melting Pot: youtu.be/-__GGvzmfXQ
-NJ History Kids - Silk City - America's First Manufacturing Center:
-"Underground Railroad" state.nj.us/state/historykids.teachersGuide.htm
-"Edison's Lab Tour and Printable Quiz"
-NJ History Kids - Industry and Farming -
www.state.nj.us/state/historykids.teachersGuide.htm
-"Inventions" www.state.nj.us/state/historykids/teachersGuide.htm
-Schoolhouse Rocks - that's Where the Money Goes: youtu.be/N9iZfxElc1A
-Read Alouds: "Brundibar" - by Maurice Sendak; "The Boy in the Striped Pajamas" -
-Supply and Demand: youtu.be/TWBLFLLGK10
John Boyne; "Ballots for Bellva" - Sudipta Bardhan-Quallen; "Elizabeth Leads the
-www.nj.gov/state/historical/topical_government.html
Way: Elizabeth Cady Statnton and the Right to Vote" - Tanya Lee Stone;
-www.jerseyhistory.org/curriculum.html
"Piggybook" - Anthony Browne; "The Sneeches" - Seuss; "Apple Pie 4th of July" -
-nj.gov/state/njhistorypartnership/links.html
Janet Wong; "When Everyone Wore a Hat" - Steig; "Someday" - Alison McGhee and
-www2.scc.rutgers.edu/njh
Peter Reynolds; "The Wartville Wizard" - Don Madden; "What You Know First" -
-njhistorypartnership.org/contents.htm
Patricia MacLachlan; "Chicken Sunday" - Polacco; "Uncle Jed's Barbershop" -
-state.nj.us/nj/govinfo/county
Margaree; "Fly Away Home" - Bunting; "Encounter" - Yolen
-www.nj.gov/state/historical/dos_his_projects.html
59

Constitution Day -“A More Perfect Union: The Brain Pop: “US Constitution” http://www.nea.org/tools/lessons/constitution-day-
Story of Our Constitution” – grades-k-5.html
Betsey Maestro
Patriot’s Day “The Day America Cried” – Dr. -“The Little Chapel that Stood” – A.B. Curtiss http://www.scholastic.com/911day/
Teri Schwartz
Election Day “Ballots for Bellva” – Sudipta -“Worst of Friends: Thomas Jefferson, John http://www.readwritethink.org/classroom-
Bardhan-Quallen Adams and the True Story of an American” – resources/calendar-activities/november-election-
Suzanne Tripp Jurmain 20614.html
-Scholastic: scholastic.com/teachers/unit/elections-
everything-you-need
Black History http://www.smithsonianeducation. http://www.africanamericanhistorymonth.gov/ http://www.scholastic.com/teachers/unit/black-
Month org/educators/resource_library/af history-month-everything-you-need
rican_american_resources.html
Women’s History http://www.smithsonianeducation. http://www.history.com/topics/womens-history- http://www.nea.org/tools/lessons/womens-history-
Month org/educators/resource_library/w month month.html
omen_resources.html
Memorial Day -“The Wall” – Eve Bunting http://www.educationworld.com/holidays/archiv http://www.nea.org/tools/lessons/memorialday-
es/memorial_day.shtml lesson-ideas.html
60
Elementary Social Studies – Grade Five
Approximate
5th Grade Cultures Meet 27 Days
Pacing
Unit Enduring Objectives/Understandings UNIT ESSENTIAL QUESTIONS
-People settle in various regions for different reasons -What motivates people to leave their homeland and settle in a new place?
-There are multiple perspectives and opinions about Social Studies topics -Why do people explore and settle?
-Throughout colonization, some groups benefit at others' expense -How do explorers affect the areas they inhabit?
Priority NJCCS/CCSS
6.1 U.S.: America in the World - All students will acquire the knowledge and skills to think analytically about how past and present interactions of
Standards people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect
fundamental rights and core democratic values as productive citizens in local, national, and global communities.
CPI# Cumulative Progress Indicators (CPI)/ CCS Standard
6.1.8.A.1.a Compare and contrast forms of governance, belief systems, and family structures among African, European, and Native American groups.
6.1.8.A.2.a Determine the roles of religious freedom and participatory government in various North American colonies.
Explain how and why early government structures developed, and determine the impact of these early structures on the evolution of American politics
6.1.8.A.2.b
and institutions.
Explain how demographics (i.e., race, gender, and economic status) affected social, economic, and political opportunities during the
6.1.8.A.2.c
Colonial era.
6.1.8.B.2.a Determine factors that impacted immigration, settlement patterns, and regional identities of the colonies.
Compare and contrast how the search for natural resources resulted in conflict and cooperation among European colonists and Native American
6.1.8.B.2.b
groups in the New World.
6.1.8.C.2.a Relate slavery and indentured servitude to Colonial labor systems.
6.1.8.C.2.b Explain the system of mercantilism and its impact on the economies of the colonies and European countries.
6.1.8.D.1.a Compare and contrast gender roles, religion, values, cultural practices, and political systems of Native American groups.
61
Use maps and other documents to explain the historical migration of people, expansion and disintegration of empires, and growth of economic and
S.ST.5-8.2
political systems.

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.Quote accurately from a
RI 5.1
text when explaining what the text says explicitly and when drawing inferences from the text.
RI 5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on
RI 5.3
specific information in the text.
Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
RI 5.6
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem
RI 5.7
efficiently.
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the
RI 5.10
grades 4–5 text complexity band independently and proficiently.
Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in
W 5.8
notes and finished work, and provide a list of sources.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a
W 5.10
range of discipline-specific tasks, purposes, and audiences.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts,
SL 5.1
building on others’ ideas and expressing their own clearly.
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main
SL 5.4
ideas or themes; speak clearly at an understandable pace.
62
9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact critical thinking and problem-solving skills.
9.1.8.C.1 Determine an individuals responsibility for personal actions and contributions to group activities.
9.1.8.C.2 Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects.
Unwrapped Standards
Lesson 1: -indentured servant, legislature, royal colony

-Examine the perspective of and relationship between English settlers and Native Americans
Unit 2 - 4.2 -Geography: Roanoke Island, Jamestown
Lesson 2:
- pilgrim, Mayflower Compact, self-government -Identify ways in which English settlers developed ways to govern themselves
Unit 2 - 4.3
-demand, supply, ally

Lesson 3: -Examine the perspective of and relationship between French and Dutch settlers and Native
-Geography: Quebec, New Netherland, New
Unit 2 - 4.4 Americans
Amsterdam, New Sweden, New Orleans
-charter, dissent, expel, consent, sedition

Lesson 4: -Locate each New England colony on a map
-Geography: Massachusetts, Rhode Island,
Unit 3 - 5.1 -Examine the perspective of and relationship between Native Americans and settlers
Connecticut, New Hampshire
-Describe the religious beliefs and practices of Puritans

Lesson 5:
-common, town meeting -Analyze the importance of town meetings and self-government in the English colonies
Unit 3 - 5.2
-Compare and contrast your community to New England towns
Lesson 6: -free-market, industry, import, export, -Cause and effect: how did triangular trade routes impact the slave trade
Unit 3 - 5.3 triangular trade route, Middle Passage -Explain the progression of a free-market economy in the colonies
63
-refuge, proprietor, trial-by-jury, justice

Lesson 7: -Identify the location of the Middle Colonies and their founders
-Geography: New York, New Jersey,
Unit 3- 6.1 -Analyze how religion impacted the founding of the colonies
Pennsylvania, Delaware
Lesson 8: -Compare and contrast types of jobs and businesses that people had in the Middle Colonies
-prosperity, apprentice, artisan
Unit 3 - 6.3 -Analyze why people chose to settle in the Middle Colonies
-constitution, debtor, back country

Lesson 9: -Compare and contrast the Southern Colonies with the Middle Colonies and New England
Geography: Maryland, Virginia, North
Unit 3 - 7.1 -Analyze how slavery affected the Southern Colonies
Carolina, South Carolina, Georgia
Lesson 10: - planter, overseer -Geography: Spanish -Identify ways in which enslaved Africans dealt with the hardships of their lives
Unit 3 - 7.2 Florida, Fort Mose -Describe how slavery influenced daily life in the Southern Colonies
Lesson 11: -Compare and contrast the major industries in the Southern Colonies
indigo, interdependence, broker
Unit 3 - 7.3 -Analyze how geography affected the economy of the Southern Colonies
Assessment
Additional Optional Assessments:
-Assessment Guide, pg. 39 (Museum)
Formative:
Summative: -Writing Activity, pg. 37
-Exit tickets
-Unit pre- and post- assessments -Social Studies in Action, pg. 34
-Practice skill sheets
-Performance Assessment -Pg. 185N TE (Project Guidelines: pg. 63 Assessment Guide)
-Writing Activity and Rubric (pg. 60-2 Assessment Guide)
-Social Studies in Action pg. 56
64
Resources
http://home.centurytel.net/bclibrary/fifthgradewebquests.htm
http://www.livebinders.com/play/play?id=30692
http://www.sjusd.org/schools/simonds/downloads/5thGrExplorersWebQuest.pdf
http://mrwalsh5thgrade.weebly.com/explorers.html
http://www.vrml.k12.la.us/5th/homework/ss/ssunit3.htm
http://poster.4teachers.org/worksheet/view.php?id=104794
-www.archives.gov
-www.historynet.com http://allaboutexplorers.com/
-www.cicerhohistory.com http://home.centurytel.net/bclibrary/fifthgradewebquests.htm
-Britannica website
-harcourtschool.com/ss1 http://www.livebinders.com/play/play?id=30692
-prometheanplanet.com
http://www.sjusd.org/schools/simonds/downloads/5thGrExplorersWebQuest.pdf
http://mrwalsh5thgrade.weebly.com/explorers.html
http://www.vrml.k12.la.us/5th/homework/ss/ssunit3.htm
http://poster.4teachers.org/worksheet/view.php?id=104794
http://allaboutexplorers.com/
65
American Revolution/
5th Grade Approximate Pacing 27 Days
A Growing Nation
Unit Enduring Objectives/Understandings UNIT ESSENTIAL QUESTIONS
-What disagreements led to the American Revolution?

-Which people and groups impacted the American Revolution?
-What were the major events and battles of the American Revolution?
Freedom was so important to the colonists that they were willing to suffer terrible
-How did the American Revolution affect United States history?
hardships and years of war to win it -The United States established a new government
-What were some of the major problems faced by the writers of the
Constitution?
-How does the Constitution secure our liberty?
Priority NJCCS/CCSS
Standards people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that
CPI#
Cumulative Progress Indicators (CPI)/ CCS Standard
6.1.8.A.1.a Compare and contrast forms of governance, belief systems, and family structures among African, European, And Native American groups.
6.1.8.A.2.a Determine the roles of religious freedom and participatory government in various North American colonies.
Explain how and why early government structures developed, and determine the impact of these early structures on the evolution of
6.1.8.A.2.b
American policies and institutions.
Examine the ideals found in the Declaration of Independence, and assess the extent to which they were fulfilled for women,
6.1.8.A.3.a
African Americans, and Native Americans during this time period.
Evaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent of the governed, rule of law, federalism,
6.1.8.A.3.b limited government, separation of powers, checks and balances, and individual rights) in establishing a federal government that allows
for growth and change over time.
6.1.8.A.3.c Determine the role that compromise played in the creation and adoption of the Constitution and Bill of Rights.
66
Compare and contrast the Articles of Confederation and the United States Constitution in terms of the decision-making powers of national
6.1.8.A.3.d
government.
Explain how political parties were formed and continue to be shaped by differing perspectives regarding the role and power of the federal
6.1.8.A.3.f
government.
6.1.8.B.2.a Determine factors that impacted immigration, settlement patterns, and regional identities of the colonies.
Compare and contrast how the search for natural resources resulted in conflict and cooperation among European colonists and Native American
6.1.8.B.2.b
groups in the New World.
Determine the extent to which the geography of the United States influenced the debate on representation in Congress and federalism by
6.1.8.B.3.b
examining the New Jersey and Virginia plans.
6.1.8.B.3.d Explain why New Jersey's location played an integral role in the American Revolution.
Explain how taxes and government regulation can affect economic opportunities, and assess the impact of these on relations between Britain and
6.1.8.C.3.a
its North American colonies.
6.1.8.C.3.b Summarize the effect of inflation and debt on the American people and the response of state and national governments during this time.
6.1.8.D.3.b Explain why the Declaration of Independence was written and how its key principles evolved to become unifying ideas of American democracy.
6.1.8.D.3.c Analyze the impact of George Washington as general of the American revolutionary forces and as the first president of the United States.
6.1.8.D.3.d Analyze how prominent individuals and other nations contributed to the causes, execution, and outcomes of the American Revolution.
Examine the roles and perspectives of various socioeconomic groups (e.g., rural farmers, urban craftsmen, northern merchants, and southern
6.1.8.D.3.e planters), African Americans, Native Americans, and women during the American Revolution, and determine how these groups were impacted by
the war.
Analyze from multiple perspectives how the terms of the Treaty of Paris affected United States relations with Native Americans and with European
6.1.8.D.3.f
powers that had territories in North America.
Evaluate the extent to which the leadership and decisions of early administrations of the national government met the goals established in the
6.1.8.D.3.g
Preamble of the Constitution.
6.1.8.D.4.b Describe efforts to reform education, women’s rights, slavery, and other issues during the Antebellum period.
67
Use maps and other documents to explain the historical migration of people, expansion, and disintegration of empires, and growth of economic and
S.ST.5-8.2
political systems.
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Quote accurately
RI 5.1
from a text when explaining what the text says explicitly and when drawing inferences from the text.
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based
RI 5.3
on specific information in the text.
RI 5.6
provided. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
RI 5.7
efficiently.
RI 5.10
W 5.8
W 5.10
SL 5.1
texts, building on others’ ideas and expressing their own clearly.
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support
SL 5.4
main ideas or themes; speak clearly at an understandable pace.
68
9.1.8.C.1 Determine an individual's responsibility for personal actions and contributions to group activities.
9.1.8.C.2 Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects.
Unwrapped Standards
-Describe the fight to control North America

Lesson 1: alliance, proclamation, delegate, budget, -Analyze how alliances between Native Americans and colonists affected the French and Indian
HMH 8.1 Parliament War
-Explain the new laws passed after the French and Indian War
Lesson 2: representation, treason, congress, boycott, -Identify the laws that caused conflicts in the colonies
HMH 8.2 repeal, protest -Analyze the importance of the committees of correspondence
Lesson 3: monopoly, blockade, quarter, petition, -Analyze why the colonists refused to accept the new laws passed by Parliament
HMH 8.3 Minutemen, revolution -Describe why fighting broke out at Lexington and Concord
Lesson 4: -Explain the significance of the second Continental Congress

commander in chief, earthwork, olive branch
HMH 8.4 -Analyze the importance of the Battle of Bunker Hill
Lesson 5: independence, resolution, declaration, -Identify the people and events associated with the Declaration of Independence
HMH 8.5 preamble, grievance -Analyze why the Declaration of Independence is important and identify its key political concepts
-Describe the personal and economic effects of the war
Lesson 6: Patriot, Loyalist, neutral, inflation, profiteering, -Explain the roles of women, African Americans, and Native Americans during the war
HMH 9.1 veteran
69
Journeys Lessons:
Unit 3, lessons 13, 14, 15
-Identify the early battles, campaigns and turning points of the Revolution
Lesson 7:
enlist, mercenary, campaign, negotiate -Examine the roles of American and British leaders
HMH 9.2
-Analyze how individuals and other nations contributed to the war's outcome
Lesson 8: -Identify the major battles and campaigns of the Revolutionary War
civilian, traitor
HMH 9.3 -Describe how individuals and other nations contributed to the war's outcome
Lesson 9: -Evaluate how the Declaration of Independence changed views on slavery

abolitionist, abolish, territory, ordinance
HMH 9.4 -Analyze the significance of new land policies and the impact on Native Americans
Lesson 10: arsenal, federal system, republic, compromise, -Describe how the Constitution laid a foundation for the government of the United States
HMH 10.1 bill -Analyze the importance of the Great Compromise
separation of powers, legislative branch,

Lesson 11: executive branch, electoral college, veto, -Explain the purpose of the Constitution
HMH 10.3 impeach, judicial branch, justice, rule of law, -Compare and contrast the powers and functions of the three branches of government
amendment
Assessment
Summative:
Formative:
-Exit tickets
-Practice skill sheets
-End of lesson review Additional Optional Assessments:
-Assessment Program, pg. 89
-Writing Activity, pg. 88
-Social Studies in Action, pg. 78
70
Resources
http://digitalcommons.pace.edu/cgi/viewcontent.cgi?article=1003&context=elem_soc
http://www.slideshare.net/WayfarerSCM/performance-assessment-grade5-12984701
http://users.manchester.edu/student/kemorris/Profweb/unit%20lesson%20final.pdf
http://www.proprofs.com/quiz-school/story.php?title=american-revolution-test_1
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&ved=0CDcQFjAE&url=http%3A%2F%2Fsitemaker.umi
ch.edu%2Fleah_ebel%2Ffiles%2Famerican_revolution_unit.docx&ei=cj_gU6rTL8rNsQSg-
4LYBw&usg=AFQjCNFwibmQ16Z_zY5lTeRW5F2c-SKR4Q
http://www.helpteaching.com/questions/US_History/Grade_5
http://www.cesa6.k12.wi.us/newsfile7522_1.pdf
-www.archives.gov
http://cialancsd.files.wordpress.com/2013/06/5th-grade-unit-4-performance-task.pdf
-www.historynet.com
http://quizlet.com/5202147/elmo-5th-grade-revolutionary-war-test-flash-cards/
-www.cicerhohistory.com
-Britannica website
-harcourtschool.com/ss1
-prometheanplanet.com
71
Approximate
5th Grade Five Holocaust 30 Days
Pacing
-Humans have positive and negative types of behavior

-Behaviors reflect the choices and decisions people make
-Prejudice and discrimination can have widespread effects
Priority NJCCS/CCSS
Standards people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that
CPI# Cumulative Progress Indicators (CPI)/ CCS Standard

Analyze the motivations, causes, and consequences of the genocides of Armenians, Roma (gypsies), and Jews, as well as the mass exterminations
6.2.12.A.4.c
of Ukrainians and Chinese.
Compare and contrast the actions of individuals as perpetrators, bystanders, and rescuers during events of persecution or genocide, and describe the
6.2.12.D.4.i
long-term consequences of genocide for all involved.
6.3.4.A.1
helmet, recycling).
2.2.4.C.2 Explain why core ethical values (such as respect, empathy, civic mindedness, and good citizenship) are important in the local and world community.
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Quote accurately
RI 5.1
from a text when explaining what the text says explicitly and when drawing inferences from the text.
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based
RI 5.3
on specific information in the text.
72
Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided
RI 5.6
analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
RI 5.7
efficiently.
RI 5.10
W 5.8
W 5.10
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts,
SL 5.1
building on others’ ideas and expressing their own clearly.
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support
SL 5.4
main ideas or themes; speak clearly at an understandable pace.
9.2.8.D.2 Explain and demonstrate how character and behavior affects and influences the actions of others.
9.2.8.D.4 Describe how personal ethics influence decision making.
Unwrapped Standards
prejudice, ghetto, Gestapo, refugees, -Identify key events that led to the Holocaust
Lesson 1
persecution, diplomat, bystander -Analyze why Jewish citizens fled Germany
73
Lesson 2 stereotyping, ethnocentrism, genocide -Describe life in the Ghettos and concentration camps
-Analyze various types of resistance that may occur at different times and in different situations,
Lesson 3 resistance, Nazi
such as physical, passive, economic, moral, emotional, intellectual, etc.
-Analyze the role of liberators in the Holocaust

Lesson 4 refugees, superstition, perpetrator
-Identify the difficulties survivors faced in a post war world
Assessment
Summative:
Formative:
-Exit tickets
Resources
-Holocaust Resource Binder: Essay on Hiding, Escape, and Rescue; Synopsis pages for Jacob's Rescue; Synopsis pages for Twenty and Ten; Excerpt: "Janusz
Korczak: The Father of Nobody's Children" by Jack Goldfarb; Excerpt: Fireflies in the Dark by Susan Goldman Rubin
-"Jacob's Rescue" by Malka Drucker and Michael Halperin; "Twenty and Ten" by Claire Huchet Bishop; "Daniel's Story" by Carol Matas; "Hide and Seek" by Ida Voss;
"Joseph and Me: In the Days of the Holocaust" by Judy Hoffman; "Number the Stars" by Lois Lowery; "The Butterfly" by Patricia Polacco; "Darkness Over Denmark,
Poetry from: I Never Saw Another Butterfly and Fireflies in the Dark, Rose Blance by Roberto Innocenti and Christophe Gallaz, Hiding from the Nazis by David A. Adler;
"The Shadow Children" by Steven Schnur; "The Christmas Menorahs: How a Town Fought Hate" by Janice Cohn, D.S.W.; "Daniel's Story" by Carol Matas; "Jacob's
Rescue" by Malka Drucker and Michael Halperin; "Twenty and Ten" by Claire Huchet Bishop -Video: "Not In Our Town: Heroes." CA: The Working Group, 1995. -
Video: "Prejudice: Answering Children's Questions" with Peter Jennings, ABC News, 1991
74
Constitution Constitution – primary source document http://constitutioncenter.org/ http://www.nea.org/tools/lessons/constitution-

Day day-grades-k-5.html
Patriot’s Day “America Is Under Attack: September 11, “Heroes: September 11, 2001” – http://www.scholastic.com/911day/
2001: The Day the Towers Fell “ – Don Brown Susan Hefley
Election Day http://www.readwritethink.org/classroom- http://www.pbs.org/teachers/thismo - Scholastic:

resources/calendar-activities/november- nth/democracy/index1.html scholastic.com/teachers/unit/elections-
election-20614.html everything-you-need
Black History http://www.smithsonianeducation.org/educator http://www.africanamericanhistorym http://www.scholastic.com/teachers/unit/black-

Month s/resource_library/african_american_resources onth.gov/ history-month-everything-you-need
.html
Women’s http://www.smithsonianeducation.org/educator http://www.history.com/topics/wome http://www.nea.org/tools/lessons/womens-
History Month s/resource_library/women_resources.html ns-history-month history-month.html
Memorial Day http://www.va.gov/opa/speceven/memday/ http://www.educationworld.com/holi http://www.nea.org/tools/lessons/memorialday-

days/archives/memorial_day.shtml lesson-ideas.html
75

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PUBLIC SCHOOLS OF EDISON TOWNSHIP

DIVISION OF CURRICULUM AND INSTRUCTION

Elementary Social Studies

Length of Course: Term

Student Eligibility: K-5

Credit Value: N/A

Date Approved: August 25, 2014

The curriculum guide was created by:

Angela Adornetto James Madison Intermediate

Sara Bright- Elementary Supervisor

Kindergarten Being a Good Citizen Approximate Pacing 12 days

CPI # Cumulative Process Indicator (CPI)

Kindergarten My Country Approximate Pacing 12 days

Unit Enduring Objectives/Understandings

CPI#/CCSS# Cumulative Progress Indicators (CPI)/ CCS Standard

-Identify the flag of the United states

Holiday Suggested Suggested Technology Resources

Women’s History http://www.smithsonianeducation.o http://www.history.com/topics/wome http://www.nea.org/tools/lessons/womens-history-

Grade One Rules and Laws Approximate Pacing 23 days

Resources Journeys Connections

-Biography in Big Book- Sacajawea p.218-219

Lesson 3: -Explain the changes that occur in a community over time

Lesson 4: -Interpret time lines to understand the sequence of events

Resources Journeys Connections

-Harcourt School Online: "Scrapbook of Change"

-Harcourt School Online: "Patriotic Holidays"

Holiday Suggested Suggested Technology Resources

Black History http://www.smithsonianeducation.o http://www.africanamericanhistorymonth.gov/ http://www.scholastic.com/teachers/unit/black-

Women’s http://www.smithsonianeducation.o http://www.history.com/topics/womens-history- http://www.nea.org/tools/lessons/womens-

CPI # Cumulative Progress Indicators (CPI)/ CCS Standard

9.1.4.A.2 Evaluate available resources that can assist in solving problems.

-Design/create a map with

Resources Journeys Connections

-"A Country Far Away" by Nigel Gray

CPI # Cumulative Process Indicator (CPI)

9.2.4.B.1 Differentiate between financial wants and needs.

9.2.4.B.3 Explain what a budget is and why it is important.

9.2.4.B.5 Identify ways to earn and save.

9.2.4.E.1 Determine factors that influence consumer decisions related to money.

Resources Journeys Connections

-"Community Helpers" - Bobbie Kalman

CPI # Cumulative Process Indicator (CPI)

-Understand and explain the importance of Thomas Edison's contributions to

Resources Journeys Connections

-Lesson 14: Talking Tools

Holiday Suggested Suggested Technology Resources

Constitution Day “The US Constitution” by Kathy Allen K12.com/constitution-day http://www.nea.org/tools/lessons/constitution-day-grades-k-

3rd Grade Community Government Approximate Pacing 30 days

Unit Enduring Objectives/Understandings

Communities depend on citizens to participate in their government.

CPI#/CCSS# Cumulative Progress Indicators (CPI)/ CCS Standard

CPI # Cumulative Process Indicator (CPI)

Lessons Key Knowledge Process/Skills/Procedures/Application of Key knowledge

-Compare and contrast rights and responsibilities at home vs. at school

responsibility, consequence, -Identify responsibilities of citizens

-Brain Pop Jr. "Rights and Responsibilities"

3rd Grade Cultures Around the World Approximate Pacing 30 days

Unit Enduring Objectives/Understandings

Cultural differences enrich communities and make them diverse

CPI # Cumulative Process Indicator (CPI)

Lessons Key Knowledge Process/Skills/Procedures/Application of Key knowledge

-Identify reasons why people move and settle in new places

3rd Grade Working in Our Community Approximate Pacing 30 days