Gloucester Township Public Schools

Social Studies Curriculum Grade 1 Overview

Social Studies equip our students to develop skills and understandings that will prepare them to be citizens in

the 21st century. Students need to learn and understand their responsibilities as an individual as well as a group

member, whether in play groups, classrooms, local communities, or the world. The K-5 Social Studies

curriculum for Gloucester Township Public Schools is focused on helping children to understand and function

in their personal and social worlds. It is structured to allow students to acquire knowledge of history and social

sciences and learn directly through interactive, collaborative experiences where they are putting these skills into

practice.

The Grade 1 Social Studies curriculum is segmented into 4 Domains:

Domain A: Civics, Government, Human Rights, Active Citizenship in the 21st Century, and Studies

Skills

Domain B: Geography, People, and Environment

Domain C: Economics, Innovation , and Technology

Domain D: History, Culture, and Perspectives

These domains represent the strands of the NJ Core Curriculum Standards for Social Studies. Within each

strand there are topics and activities designed to meet the standards for each strand. The activities range from

collaborative group activities, research, media analysis, and presentations. In an effort to maximize the use of

instructional materials and deliver a unified instructional program to students, many of the standards are met

using the Reading Wonders components. This program is the district reading program being implemented in

grades K-5. The activities and lessons are designed to complement the reading instruction by correlating unit

topics and skills to reading selections. The natural beauty and design of a cross content curriculum will

undoubtedly help students to maximize their Social Studies skills and understandings.

Benchmark and Cross Curricular Key

__Red: ELA

__ Blue: Math

__ Green: Science

__ Orange: Social Studies

__ Purple: Related Arts

__ Yellow: Benchmark Assessment

Domain A Civics, Government, Human Rights, and Active Citizenship in the 21

st Century

Standards Topic Activity Resource Assessment 6.1.P.A.1; A.2;

A.3

At School School Brain Pop Video Formative:

Teacher

Observations,

Student

Conferencing,

Student

Checklist,

Informal

Walkabouts.

Summative:

Wonders

Research and

Inquiry Rubric,

Teacher

Checklist, Brain

Pop Quiz

Class Book on

School

Activities

Wonders T44

R&I Project

Follow the

Rules

Wonders T3

Workstation 1

SS Activity Wonders T131,

T141, T145

Leveled Readers

Minding Your

Manners At

School

Discovery Ed

Video (12.00

minutes)

6.1.P.A.3,

6.1.P.D.4

Let’s Be

Friends

Friends Brain Pop Video

Getting Along Workstation

Card 4

Standards Topic Activity Resource Assessment

Game Poster Wonders T278

R&I Project

SS Activity Wonders T287,

T297, T301

Leveled

Readers

6.1.P.A.2; A.3;

6.1.P.B.2

Jobs Around

Town

People At Work Workstation

Card 6

Community

Helpers Book

or Script

Wonders T44

R&I Project

Everybody Has

a Job

Discovery Ed

Video

(2:20 minutes)

6.1.P.A.1; A.2;

A.3; 6.1.P.B.1;

B.2

Helping in the

Community

Help Your

Community

Workstation

Card 9

List of Ways to

Improve the

Classroom

Community

Wonders T278

R&I Project

Citizenship in

the Community

Discovery Ed

Video (17:00

minutes)

6.1.P.A.1; A.2;

A.3; 6.1.P.B.2

Teams Helpful Jobs Workstation

Card 27

Make a

Newspaper

Wonders T122

R&I Project

SS Activity Wonders T131,

T141, T145

Leveled

Readers

Meet Brian Discovery Ed

Video (7:27

minutes)

6.1.P.D.1; D.2;

D.3; D.4

Traditions Culture: What

Makes a Family

Workstation

Card 29

Make a Poster Wonders T278

R&I Project

Family

Traditions

Discovery Ed

Video (3:50

minutes)

Domain B

Geography, People, and Environment

Standards Topic Activity Resource Assessment 6.1.P.B.1 Where I live Homes Brain Pop Video Formative:

Teacher

Observations,

Student

Conferencing,

Student

Checklist,

Informal

Walkabouts.

Summative:

Wonders

Research and

Inquiry Rubric,

Teacher

Checklist, Brain

Pop Quiz

*Benchmark* Venn Diagram

Comparing

Places

Wonders T122

R&I Project

The World

Around You

Workstation 2

SS Activity Wonders T131,

T141, T145

Leveled Readers

6.1.P.A.2; A.3;

6.1.P.B.2

Jobs Around

Town

People at Work Workstation

Card 6

Community

Helpers Book or

Script

Wonders T44

R&I Project

Everybody Has

a Job

Discovery Ed

Video

(2:20 minutes)

Standards Topic Activity Resource Assessment 6.1.P.B.1 Buildings

Around Town

Houses Around

the World

Workstation

Card 7

Drawing with

Labels

Wonders T122

R&I Project

Skyscraper Discovery Ed

Video (7:49

minutes)

6.1.4.B.1; B.4;

B.10

Using A Map Reading Maps Brain Pop Video

Maps Workstation

Card 10

Make a Map Wonders T356

R&I Project

SS Activity Wonders T365,

T375, T379

Leveled Readers

Maps: Where

Am I?

Discovery Ed

Video

(11:12 minutes)

Domain C

Economics, Innovation, and Technology

Standards Topic Activity Resource Assessment 6.1.P.C.12; C.16;

C.17; C.18

Inventions People Make

Changes

Workstation

Card 23

Formative:

Teacher

Observations,

Student

Conferencing,

Student

Checklist,

Informal

Walkabouts.

Summative:

Wonders

Research and

Inquiry Rubric,

Teacher

Checklist, Brain

Pop Quiz

*Benchmark* Make a Collage

of Great

Inventions

Unit 5 Week 3

R&I Project

SS Activity Wonders T209,

T219,T223

Leveled Readers

Standards Topic Activity Resource Assessment

Domain D

History, Culture, and Perspectives

Standards Topic Activity Resource Assessment 6.1.P.A.3

6.1.P.D.4

Let’s Be

Friends

Friends Brain Pop Video Formative:

Teacher

Observations,

Student

Conferencing,

Student

Checklist,

Informal

Walkabouts.

Summative:

Wonders

Research and

Inquiry Rubric,

Teacher

Checklist, Brain

Pop Quiz

Getting Along Workstation

Card 4

Game Poster Wonders T278

R&I Project

SS Activity Wonders T287,

T297, T301

Leveled Readers

6.1.4.D Measuring

Time

Calendar & Dates Brain Pop Video

Measuring Time Workstation

Card 11

Explore, Write

About, Create a

Sundial

Wonders T44

R&I Project

6.1.4.D.11 Life Now vs.

Life Then

Life Long Ago Workstation

Card 14

Write a Report

About Long Ago

and Today

Wonders T278

R&I Project

SS Activity T287, T297, T301

Wonders Leveled

Readers

Long Ago:

Yesterday and

Tomorrow

Discovery Ed

Video

(15:00 minutes)

Change Discovery Ed

Video

(1:16 minutes)

6.1.4.D.12;

D.13; D.17

Folktale Winter Holiday Brain Pop Video

How We Celebrate Workstation

Card 13

Folktales from

Around the World:

Paul Bunyan

(United States)

Discovery Ed

Video

(11:21minutes)

6.1.P.D.1; D.2;

D.3; D.4

Traditions Culture: What

Makes My Family

Workstation

Card 29

Make A Poster Wonders T278

R&I Project

Family Traditions Discovery Ed

Video

(3:50 minutes)

6.1.4.D.13;

D.18; D.19;

D.20

Celebrating

Holidays

Mexico Brain Pop Video

Holidays and

Celebrations

Workstation

Card 30

Make a Japanese

Children’s Day

Flag

Unit 6 Week 5

R&I Project

SS Activity Wonders T365,

T375, T379

Leveled Readers

Celebrating the

American Flag:

Holidays and

Traditions

Discovery Ed

Video

(2:17 minutes)

Appendix A

Adaptations for Special Education Students, English Language Learners, and

Gifted and Talented Students

Making Instructional Adaptations

Instructional Adaptations include both accommodations and modifications.

An accommodation is a change that helps a student overcome or work around a disability or

removes a barrier to learning for any student.

Usually a modification means a change in what is being taught to or expected from a student.

-Adapted from the National Dissemination Center for Children with Disabilities

ACCOMMODATIONS MODIFICATIONS Required when on an IEP or 504 plan, but can be implemented for any student to support their learning.

Only when written in an IEP.

Special Education Instructional Accommodations

Use the Wonders Social Studies/Science Workstation Cards orange activity.

Teachers shall implement any instructional adaptations written in student IEPs.

Teachers will implement strategies for all Learning Styles (Appendix B)

Teacher will implement appropriate UDL instructional adaptations (Appendix C)

Gifted and Talented Instructional Accommodations

Use the Wonders Science/Social Studies Workstation Cards green activity.

Teacher will implement Adaptations for Learning Styles (Appendix B)

Teacher will implement Gifted and Talented adaptations (Appendix D)

English Language Learner Instructional Accommodations

Use the Wonders Social Studies/Science Workstation Cards orange activity.

Teachers will implement the appropriate instructional adaptions for English Language

Leaners (Appendix E)

APPENDIX B

Learning Styles Aadapted from The Learning Combination Inventories (Johnson, 1997)and VAK (Fleming, 1987)

Accommodating Different Learning Styles in the Classroom: All learners have a unique blend of sequential, precise, technical, and confluent learning styles. Additionally, all learners have a preferred mode of processing information- visual, audio, or kinesthetic. It is important to consider these differences when lesson planning, providing instruction, and when differentiating learning activities. The following recommendations are accommodations for learning styles that can be utilized for all students in your class. Since all learning styles may be represented in your class, it is effective to use multiple means of presenting information, allow students to interact with information in multiple ways, and allow multiple ways for students to show what they have learned when applicable.

Visual Utilize Charts, graphs, concept maps/webs, pictures, and cartoons Watch videos to learn information and concepts Encourage students to visulaize events as they read Study using flash cards Model by demonstrating tasks or showing a finished product Have written directions available for student

Audio Allow students to give oral presentations or explain concepts verbally Present information and directions verbally or encourage students to read directions aloud to themselves. Utilize read alouds Utilize songs, rhymes, chants and choral response,

Kinesthetic Act out concepts and dramatize events Trace words/sounds on paper, sand, or water Use manipulatives Allow students to depen knowledge through hands on projects

Sequential: following a plan. The learner seeks to follow step-by-step directions, organize and plan

work carefully, and complete the assignment from beginning to end without interruptions. Accommodations: Repeat/rephrase directions Provide a checklist or step by step written directions Break assignments in to chunks Provide samples of desired products

Help the sequential students overcome these challenges: over planning and not finishing a task, difficulty reassessing and improving a plan, spending too much time on directions and neatness and overlooking concepts

Precise: seeking and processing detailed information carefully and accurately. The learner takes detailed

notes, asks questions to find out more information, seeks and responds with exact answers, and reads and writes in a highly specific manner. Accommodations: Provide detailed directions for assignments Provide checklists Provide frequent feedback and encouragement

Help precise students overcome these challenges: overanalyzing information, asking too many questions, focusing on details only and not concepts

Technical: working autonomously, "hands-on," unencumbered by paper-and-pencil requirements. The

learner uses technical reasoning to figure out how to do things, works alone without interference, displays knowledge by physically demonstrating skills, and learns from real-world experiences Accommodations: Allow to work independently or as a leader of a group Give opportunities to solve problems and not memorize information Plan hands-on tasks Explain relevance and real world application of the learning Will be likely to respond to intrinsic motivators, and may not be motivated by grades

Help technical students overcome these challenges: may not like reading or writing, difficulty remaining focused while seated, does not see the relevance of many assignments, difficulty paying attention to lengthy directions or lectures

Confluent: avoiding conventional approaches; seeking unique ways to complete any learning task. The

learner often starts before all directions are given; takes a risk, fails, and starts again; uses imaginative ideas and unusual approaches; and improvises. Accommodations: Allow choice in assignments Encourage creative solutions to problems Allow students to experiment or use trial and error approach Will likely be motivated by autonomy within a task and creative assignments

Help confluent students overcome these challenges: may not finish tasks, trouble proofreading or paying attention to detail

APPENDIX C Universal Design for Learning Adaptations

Adapted from Universal Design For Learning

Teachers will utilize the examples below as a menu of adaptation ideas.

Provide Multiple Means of Representation

Strategy #1: Options for perception

Goal/Purpose Examples To present information through different modalities such as vision, hearing, or touch.

Use visual demonstrations, illustrations, and models

Present a power point presentation.

Strategy #2: Options for language, mathematical expressions and symbols

Goal/Purpose Examples To make words, symbols, pictures, and mathematical notation clear for all students.

Use larger font size Highlight important parts of text

Strategy #3: Options for Comprehension

Purpose Examples To provide scaffolding so students can access and understand information needed to construct useable knowledge.

Use KWL strategies or charts.

Provide written notes

Make predictions Graphic organizers and concept maps

Provide Multiple Means of Action and Expression

Strategy #4: Options for physical action

Purpose Examples To provide materials that all learners can physically utilize

Use of computers to type when available Provide help with cutting, pasting, or other physical tasks Preferential or alternate seating Provide assistance with organization

Strategy #5: Options for expression and communication

Purpose Examples To allow the learner to express their knowledge in different ways

Allow oral responses or presentations Students show their knowledge with webs, charts, graphs, or non-linguistic representations

Strategy #6: Options for executive function

Purpose Examples To scaffold student ability to set goals, plan, and monitor progress

Provide clear learning goals, scales, and rubrics Modeling skills and tasks Utilize checklists Give examples of desired finished product Chunk longer assignments into manageable parts Teach and practice organizational skills

Provide Multiple Means of Engagement

Strategy #7: Options for recruiting interest

Purpose Examples To make learning relevant, authentic, interesting, and engaging to the student.

Provide choice and autonomy on assignments Use colorful and interesting designs, layouts, and graphics on written documents Use games, challenges, or other motivating activities Provide positive reinforcement for effort

Strategy #8: Options for sustaining effort and persistence

Purpose Examples To create extrinsic motivation for learners to stay focused and work hard on tasks.

Show real world applications of the lesson Utilize collaborative learning Incorporate student interests into lesson Praise growth and effort Recognition systems Behavior plans

Strategy #9: Options for self-regulation

Purpose Examples To develop intrinsic motivation to control behaviors and to develop self-control.

Give prompts or reminders about self-control Self-monitored behavior plans using logs, records, journals, or checklists Ask students to reflect on behavior and effort

Appendix D

Gifted and Talented Instructional Accommodations

How do the State of NJ regulations define gifted and talented students?

Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities.

What types of instructional accommodations must be made for students identified as gifted and talented?

The State of NJ Department of Education regulations require that district boards of education provide appropriate K-12 services for gifted and talented students. This includes appropriate curricular and instructional modifications for gifted and talented students indicating content, process, products, and learning environment. District boards of education must also take into consideration the PreK-Grade 12 National Gifted Program Standards of the National Association for Gifted Children in developing programs..

What is differentiation?

Curriculum Differentiation is a process teachers use to increase achievement by improving the match between

the learner’s unique characteristics:

Prior knowledge Cognitive Level

Learning Rate Learning Style

Motivation Strength or Interest

And various curriculum components:

Nature of the Objective Teaching Activities

Learning Activities Resources

Products

Differentiation involves changes in the depth or breadth of student learning. Differentiation is enhanced with

the use of appropriate classroom management, retesting, flexible small groups, access to support personal,

and the availability of appropriate resources, and necessary for gifted learners and students who exhibit gifted

behaviors (NRC/GT, University of Connecticut).

Gifted & Talented Accommodations Chart

Adapted from Association for Supervision and Curriculum Development

Teachers will utilize the examples below as a menu of adaptation ideas.

Strategy Description Suggestions for Accommodation

High Level Questions

Discussions and tests, ensure the highly able learner is presented with questions that draw on advanced level of information, deeper understanding, and challenging thinking.

Require students to defend answers

Use open ended questions

Use divergent thinking questions

Ask student to extrapolate answers when given incomplete information

Tiered assignments

In a heterogeneous class, teacher uses varied levels of activities to build on prior knowledge and prompt continued growth. Students use varied approaches to exploration of essential ideas.

Use advanced materials

Complex activities

Transform ideas, not merely reproduce them

Open ended activity

Flexible Skills Grouping

Students are matched to skills work by virtue of readiness, not with assumption that all need same spelling task, computation drill, writing assignment, etc. Movement among groups is common, based on readiness on a given skill and growth in that skill.

Exempt gifted learners from basic skills work in areas in which they demonstrate a high level of performance

Gifted learners develop advanced knowledge and skills in areas of talent

Independent Projects

Student and teacher identify problems or topics of interest to student. Both plan method of investigating topic/problem and identifying type of product student will develop. This product should address the problem and demonstrate the student’s ability to apply skills and knowledge to the problem or topic

Primary Interest Inventory

Allow student maximum freedom to plan, based on student readiness for freedom

Use preset timelines to zap procrastination

Use process logs to document the process involved throughout the study

Learning Centers

Centers are “Stations” or collections of materials students can use to explore, extend, or practice skills and content. For gifted students, centers should move beyond basic exploration of topics and practice of basic skills. Instead it should provide greater breadth and depth on interesting and important topics.

Develop above level centers as part of classroom instruction

Interest Centers or Interest Groups

Interest Centers provide enrichment for students who can demonstrate mastery/competence with required work/content. Interest Centers can be used to provide students with meaningful learning when basic assignments are completed.

Plan interest based centers for use after students have mastered content

Contracts and Management Plans

Contracts are an agreement between the student and teacher where the teacher grants specific freedoms and choices about how a student will complete tasks. The student agrees to use the freedoms appropriately in designing and completing work according to specifications.

Allow gifted students to work independently using a contract for goal setting and accountability

Compacting A 3-step process that (1) assesses what a student knows about material “to be” studied and what the student still needs to master, (2) plans for learning what is not known and excuses student from what is known, and (3) plans for freed-up time to be spent in enriched or accelerated study.

Use pretesting and formative assessments

Allow students who complete work or have mastered skills to complete enrichment activities

Appendix E

English Language Learner Instructional Accommodations

Adapted from World-class Instructional Design and Assessment guidelines (2014), Teachers to English Speakers

of Other Languages guidelines, State of NJ Department of Education Bilingual Education and Haynes and

Zacarian (2010).

K-2

Beginning Level: Preproduction (Newcomers)

Use visuals, manipulative, and real objects

Allow responses through physical movement or manipulation of objects

Allow student to listen and observe (don’t force speaking)

Group student with more advanced ELLs or cooperative peers

Provide simplified text and numerous pictures

Sight word cards

Alphabet Folder

Coloring Packet

Phonics

Vowel books

Word book to draw

Pictionary

Ask questions that require yes or no, or 1-3 word answers

Grade the progress

Early Production (ELLs who have been in the United States between 1-2 years)

Use simplified, abbreviated text material

Provide continued listening activities and visuals

Use photo albums

Allow role playing

Supply create ideas workbook

Use simple word to ask questions

At this stage assessment can be in the form of physical responses, manipulation of objects or simplified

response

Allow extra time to complete tests

Modify number and length of the assignments

Use of word bank all the time to help them

Oral presentations

Projects instead of reports based on learning style of student

Intermediate Level:

Allow extra time to complete tests Use short written or verbal measures frequently

Prepare short answer questions

Use checklist observing academic behaviors based on unit

Assess participation indicating student mastery of content

Measure progress on class project in teacher narrative

Writing assignments scored holistically

Grades 3-5

Beginning Level: Preproduction (Newcomer)

Use visuals, manipulative, and real objects

Allow responses through physical movement or manipulation of objects

Allow student to listen and observe (don’t force speaking)

Group student with more advanced ELLs or cooperative peers

Provide simplified text and numerous pictures

Sight word cards

Alphabet Folder

Coloring Packet

Phonics

Vowel books

Word book to draw

Pictionary

Use short written or verbal measures frequently

Increase amount of time for test

Prepare short answer questions

Use checklist observing academic behaviors based on unit

Assess participation indicating student mastery of content

Measure progress on class project in teacher narrative

Early Production (ELLs who have been in the U.S.A. between 1-2 years)

Use simplified, abbreviated text material

Provide continued listening activities and visuals

Allow role playing

Supply create ideas workbook

Ask questions that require yes or no, or 1-3 word answers

Use simple word to ask questions

At this stage assessment can be in the form of physical responses, manipulation of objects or simplified

response

Allow extra time to complete tests

Modify number and length of the assignments

Use of word bank all the time to help them

Oral presentations

Projects instead of reports based on learning style of student

Remind students to use other parts of test to help with answers

Define cue words: compare, contrast, list, etc.

Break content down into smaller parts

Check background knowledge

Modify tests when necessary. If some sections require language skills far above an Ells’ level, eliminate those

questions

In the content areas, do not deduct points for grammar or spelling when possible

Intermediate Level: (ELLs who have been in the U.S.A. more than two years)

If they can: Allow students to use bilingual dictionary during class and tests

Allow extra time to complete tests

Writing assignments scored holistically

Check background knowledge

Modify tests when necessary. If some sections require language skills far above an ELL’s level, eliminate those

questions

In the content areas, do not deduct points for grammar or spelling when possible

Allow to retake the tests

Grade progress