Secaucus Board of Education

Grade 4 Social Studies Curriculum

Originally written in July 2013 Updated and Aligned to the New Jersey Core Curriculum Content Standards for Social Studies (2014) and the Common Core Standards for Reading and Writing (2010). Approved by the Secaucus Board of Education: May 15, 2014

Grade 4 Social Studies Curriculum 2014

Standard: 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.

Strand: A. Civics, Government, and Human Rights

Essential Questions Enduring Understandings Activities and Student Experiences

How do citizens, civic

ideals, and government

institutions interact to

balance the needs of

individuals with the

common good?

Active citizens exercise their rights

and responsibilities by participating

in democratic processes.

Class discussion about which rules are most important to a well-

organized classroom environment. Work in small groups to

create classroom rules.

Create a “Pocket Bill of Rights Flip Book.” (Write one

amendment per page and illustrate images that pertain to that

amendment.)

Create a color-coded diorama of the federal government

Write a letter to a local representative.

Research and display interesting information about local, county,

state, and federal officials.

Create a “Who’s Who? In Our Government” bulletin board.

Create a “Current Events of the Week” bulletin board, dividing it

into four sections: Community News, State News, National

News, and World News.

Create a civil rights Trifold. (On the top flap, write the name of

civil rights leader. On the bottom outside flap, label the social

event that they were a catalyst to. On the top inside flap, copy an

exact quote from the leader. In the middle section, illustrate the

quotation. Finally on the bottom inside flap, write about what

Content Statements Cumulative Progress Indicators

Rules and laws are

developed to protect

people’s rights and the

security and welfare of

society.

6.1.4. A. 1 Explain how rules and

laws created by community, state,

and national governments protect

the rights of people, help resolve

conflicts, and promote the common

good.

The United States

Constitution and Bill of

Rights guarantee certain

fundamental rights for

citizens.

6.1.4.A.2 Explain how fundamental

rights guaranteed by the United

States Constitution and the Bill of

Rights (i.e., freedom of expression,

freedom of religion, the right to

vote, and the right to due process)

contribute to the continuation and

improvement of American

democracy.

Grade 4 Social Studies Curriculum 2014 American constitutional

government is based on

principles of limited

government, shared

authority, fairness, and

equality.

6.1.4. A. 3 Determine how

“fairness,” “equality,” and the

“common good” have influenced

change at the local and national

levels of United States government.

you think the quote means.)

Analyze the job listings in the classifieds section of different

newspapers to determine where an immigrant family should

settle. (See website below on National Parks Service website, the

Port Ellis Island Lesson Plan.)

Write a letter to Kim Jung Il. The class will pretend that Kim

Jung Il needs help creating a new society that allows people to

have certain freedoms. First they will create a Venn diagram

comparing a nation with rights versus a nation without rights.

Then they will a report persuading Kim Jung Il to give his

citizens more rights and responsibilities. The students can

include any photographs or diagrams they feel is relevant and

will help Kim Jung Il see the differences.

There are different branches

within the United States

government, each with its

own structure, leaders, and

processes, and each

designed to address specific

issues and concerns.

6.1.4. A. 4 - Explain how the

United States government is

organized and how the United

States Constitution defines and

limits the power of government.

6.1.4. A .5 - 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.

Grade 4 Social Studies Curriculum 2014 In a representative

democracy, individuals elect

representatives to act on the

behalf of the people.

6.1.4. A. 7 - Explain how the

United States functions as a

representative democracy, and

describe the roles of elected

representatives and how they

interact with citizens at local, state,

and national levels.

6.1.4. A.8 - Compare and contrast

how government functions at the

community, county, state, and

national levels, the services

provided, and the impact of policy

decisions made at each

level.

The examination of

individual experiences,

historical narratives, and

events promotes an

understanding of individual

and community responses to

the violation of fundamental

rights.

6.1.4. A. 9 - Compare and contrast

responses of individuals and

groups, past and present, to

violations of fundamental rights.

6.1.4. A. 10 - Describe how the

actions of Dr. Martin Luther King,

Jr., and other civil rights leaders

served as catalysts for social

change and inspired social activism

in subsequent generations.

Grade 4 Social Studies Curriculum 2014 The United States

democratic system requires

active participation of its

citizens.

6.1.4. A. 11 - Explain how the

fundamental rights of the

individual and the common good of

the country depend upon all

citizens exercising their civic

responsibilities at the community,

state, national, and global levels.

6.1.4. A. 12 - Explain the process

of creating change at the local,

state, or national level.

Immigrants can become and

obtain the rights of

American citizens.

6.1.4. A. 13 - Describe the process

by which immigrants become

United States citizens.

The world is comprised of

nations that are similar to

and different from the

United States.

6.1.4. A. 14 - Describe how the

world is divided into many nations

that have their own governments,

languages, customs, and laws.

In an interconnected world,

it important to consider

different cultural

perspectives before

proposing solutions to local,

state, national, and global

challenges.

6.1.4. A. 15 - Explain how and why

it is important that people from

diverse cultures collaborate to find

solutions to community, state,

national, and global challenges.

Grade 4 Social Studies Curriculum 2014 In an interconnected world,

it important to consider

different cultural

perspectives before

proposing solutions to local,

state, national, and global

challenges.

6.1.4. A. 16 - Explain how and why

it is important that people from

diverse cultures collaborate to find

solutions to community, state,

national, and global challenges.

6.3.A.4.1-4

6.3.B.4.1

6.3.C.4.1

6.3.D.4.1

Desired Results

Grade 4 Social Studies Curriculum 2014 · Students will explain our system of government, how it

functions, and what it does for our people and our country

· Students will understand the rights, responsibilities, and

privileges of a US citizen.

· Delineate the respective roles of the three branches of the

federal and state governments.

· Identify major services provided by state and local

government.

· Recognize national, state, and local legislators and

government officials and explain how to contact them for

help, or to express an opinion.

· Describe the process by which immigrants become United

States citizens.

· Describe how American values and beliefs such as

equality of opportunity, fairness to all, equal justice,

separation of church and state, and the rights guaranteed

by the Constitution and Bill of Rights, contribute to the

continuation of American Democracy.

· Evaluate the importance of traditions, values, and beliefs

which form a common American heritage in an

increasingly diverse American society.

Grade 4 Social Studies Curriculum 2014 Assessments

To show evidence of meeting this standard, students may:

· Create a tree telling about the three branches of

government (Project Organizer/Review and Research

Masters)

· Create a chart describing the four levels of government

· Review Sheets

· Vocabulary

· Unit Assessment

· Formative Assessment

· Open-ended question: What are privileges of being a

citizen?

· Portfolio to show how the students’ skills have developed.

· Flow charts of the three branches of government and their

functions. (tree, mobile, sticky-notes chart)

· Role play the system of checks and balances

· Debates

· Ongoing Assessment: Reflective writing about social

affects observed in everyday life.

Teacher Resources

www.archives.gov

www.bccls.org

www.bensguide.gpo.gov

http://betterlesson.com/unit/10429/what-it-means-to-be-

american-a-look-at-u-s-civics#/document/84723/american-civics-

unit-lesson-2-bill-of-rights-bill-of-rights-flip-

book?&_suid=135472101035905474280023864573

www.brainpop.com

www.educationworld.com/a_sites/sites087.shtml

www.edudemic.com

www.globalclassroom.orgwww.kids.gov

www.icivics.org

www.kids.gov

www.kids.usa.gov/social-studies/index.shtml

www.kidsvillenews.com/hudson

www.pbs.org/teachers

www.nj.gov/state/historykids/teachersGuide.htm

http://www.nps.gov/elis/forteachers/lessonplansandteacherguides

.htm

www.scholastic.com/teachers/student-activities

www.socialstudies.org

www.socialstudiesforkids.com

www.uscis.gov/portal/site/uscis/citizenship

Equipment Needed

Internet, SMARTBoards, Crayons or Markers, Pencil, Papers,

Grade 4 Social Studies Curriculum 2014

Standard: 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 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.

Strand: B. Geography, People and the Environment

Essential Questions Enduring Understandings Activities and Student Experiences

What defines a region?

How does a map tell a

story?

Why do people choose to

live where they do?

How does a regions

geography, climate, and

natural resources affect the

way people live and work?

How do physical

geography, human

geography, and the human

environment influence the

development of cultures,

societies, and nations?

Physical geography influences

and determines the development

of cultures, societies and nations.

Human interaction develops

cultures, societies, and nations.

New Jersey has diverse

landforms that provide

opportunities for activities and

business.

Active citizens recognize the

consequences of human

interactions with environment

and take actions to promote

positive outcomes.

Create a geographical map of New Jersey. Label bordering

states and bodies of water. As you progress through the unit,

label each geographical region with the features of the land.

Create a relief map with paper mache or clay as each region is

discussed.

Work in cooperative groups to list counties and qualities of 1 of

the 6 geographic regions of New Jersey. Complete a web

organizer for each.

Collect the weather map from USA Today for a month to show

weather trends here and across the country.

Use the internet to track weather data in different parts of the

United States.

Create a map of area of study and make a map key for different

types of terrain and vegetation.

Compare and contrast maps of an area to show how the area

has changed over time.

Compare censes data to show how the population growth has

impacted the environment.

Content Statements Cumulative Progress Indicators

Spatial thinking and

geographic tools can be

used to describe and

analyze the spatial patterns

and organization of

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.

Grade 4 Social Studies Curriculum 2014 people, places, and

environments on Earth.

Places are jointly

characterized by their

physical and human

properties.

The physical environment

can both accommodate

and be endangered by

human activities.

Regions form and change

as a result of unique

physical/ecological

conditions, economies,

and cultures.

Patterns of settlement

across Earth’s surface

differ markedly from

region to region, place to

place, and time to time.

Advancements in science

and technology can have

unintended consequences

that impact individuals

and/or societies.

Urban areas, worldwide,

share common physical

6.1.4.B.2 - Use physical and

political maps to explain how the

location and spatial relationship

of places in New Jersey, the

United States, and other areas,

worldwide, have contributed to

cultural diffusion and economic

interdependence.

Create a map showing cultural settlements in New Jersey and

across the country.

Play geography Jeopardy Game

Analyze a real map of your community. How was it settled?

Why did early residents stay in this place? Did the first settlers

of your community move and settle anywhere else?

Describe settlements that existed before cities (stopping places

on trade routes, farmsteads, Native American villages.)

Discuss geographic reasons for New Jersey’s first cities.

Conduct a research study of how storms impact the regions of

New Jersey, geographically, economically, and socially.

Work in groups to create a map/model of an ideal community

that includes homes, transportation, places of worship,

shopping, parks, and recreational opportunities.

Research New Jersey industry, naming company names and

locations, use findings to create a chart or display.

Invite local environmental agencies to speak about the impact

people have on the environment.

Develop questions for guest speakers.

Watch videos or read about how other school groups have

addressed environmental issues at the local or state level.

Discuss successful elements of the projects in small groups and

determine if any could be effectively replicated in the

6.1.4.B.3- Explain how and when

it is important to use digital

geographic tools, political maps,

and globes to measure distances

and to determine time zones and

locations using latitude and

longitude.

6.1.4.B.4 -Describe how

landforms, climate and weather,

and availability of resources have

impacted where and how people

live and work in different regions

of New Jersey and the United

States.

6.1.4.B.5 - Describe how human

interaction impacts the

environment in New Jersey and

the United States.

6.1.4.B.6 - Compare and contrast

characteristics of regions in the

United States based on culture,

economics, politics, and physical

environment to understand the

concept of regionalism.

Grade 4 Social Studies Curriculum 2014 characteristics, but may

also have cultural

differences.

6.1.4.B.7 - Explain why some

locations in New Jersey and the

United States are more suited for

settlement than others.

community.

6.1.4.B.8 - Compare ways people

choose to use and divide natural

resources.

6.1.4.B.9 - Relate advances in

science and technology to

environmental concerns, and to

actions taken to address them.

6.1.4.B.10 - Identify the major

cities in New Jersey, the United

States, and major world regions,

and explain how maps, globes,

and demographic tools can be

used to understand tangible and

intangible cultural differences.

6.3.4.B.1- Plan and participate in

an advocacy project to inform

others about environmental

issues at the local or state level

and propose possible solutions.

Desired Results

Students will be able to describe the varied geography of the

regions of the State of New Jersey, identify latitude and

longitude for New Jersey.

Students can name New Jersey’s bordering states.

Students will name the oceans and important bodies of water.

Grade 4 Social Studies Curriculum 2014

Students will describe New Jersey’s varied environment in

terms of population.

Students will describe the importance of many of New Jersey’s

natural resources.

Students will investigate how State and local parks and lakes

are used and protected.

Students will recognize the efforts of citizens to protect New

Jersey’s environment.

Students will explain where, how, and why settlements were

created.

Students will describe how industry and resources influence

who lives in a community.

Assessments

Teacher Resources

www.kids.gov

www.EDSITEment.com

www.archives.gov

www.pbs.org/teachers

www.icivics.org

www.goedonline.com

www.lessonsingeography.com

www.internet4classrooms.com/4thSocSt.

www.womeninworldhistory.com

www.nea.org

www.archives.gov/research/arc/topics/environment/

www.nationalgeographic.com

http://www.socialstudies.org/resources

http://ciese.org/curriculum/weatherproj2/en/ac.

To show evidence of meeting this standard, students may:

Label a Map (to illustrate knowledge of bodies of water,

landforms, regions, counties, etc.)

Locate latitude and longitude of New Jersey, locate time zone.

Create a Brochure outlining the characteristics of one

geographic region of New Jersey.

Write an opinion piece outlining which New Jersey

geographical region is the best to live in.

Create an “infomercial” convincing people that New Jersey’s

environment is worth protecting.

Grade 4 Social Studies Curriculum 2014 Open ended question:

What industries are important to New Jersey today?

Create a mobile displaying the products of New Jersey.

Locate early New Jersey settlements on a map (Dutch, Swedish

and French) and explain how the geography influenced life in

that settlement.

Portfolio of completed mapping activities.

Summarize information given from the presenters.

Participation in class discussion and group activities.

Watch This Space: Designing, Defending, and Sharing Public

Spaces. By Hadley Dyer. Illustrated by Marc Ngui. Kids Can

Press. 80pp. ISBN 978-1-55453-293-3.

Online rubric creator:

http://rubistar.4teachers.org/

Equipment Needed

Art Supplies

Maps

Internet

Trade Books

Newspapers

Teacher created rubrics

Grade 4 Social Studies Curriculum 2014

Standard: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 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.

Strand:Economics, Innovation, and Technology

Essential Questions Enduring Understandings Activities and Student Experiences

How can

individuals,

groups, and

societies apply

economic

reasoning(supply

and demand) to

make difficult

choices about

scarce resources?

What are the

possible

consequences of

these decisions for

individuals,

groups, and

societies?

How have

scientific and

technological

developments over

the course of time

changed the way

people live and

economies and

Individuals, groups, and

societies may have to

apply economic reasoning

to make difficult choices

about scarce resources

that can have long lasting

impact on individuals,

groups, and societies.

Entrepreneurship,

industrialization, and

technology contribute to

the advancement of

communication.

There are implications to

saving, spending, and

supply and demand.

Scientific and

technological

developments over the

course of time have

changed the way people

live, and economies and

governments function.

Begin a New Jersey product hunt. Collect labels,

advertisements, and pictures. Create collages.

Create a transportation time line. Place dates and

descriptions on top of the time line and create

pictures under the time line.

Research New Jersey’s inventions and inventors

Compare and Contrast Early New Jersey industry

and Industry in New Jersey today.

Given a set budget students identify and locate

prices of items needed for everyday life.

Define the word “save” and make a list of things

people save.

Potentially visit Waterloo Village to see Canal, The

Great Falls in Paterson, or local industry.

Grade 4 Social Studies Curriculum 2014 governments

function?

Content Statements Cumulative Progress

Indicators

People make decisions

based on their needs,

wants, and the availability

of resources.

6.1.4. C. 1 -Apply opportunity

cost to evaluate individuals’

decisions, including ones made in

their communities. 6.1.4.C.2- Distinguish between

needs and wants and explain how

scarcity and choice influence

decisions made by individuals,

communities, and nations.

Economics is a driving

force for the occurrence of

various events and

phenomena in societies.

6.1.4.C.3- Explain why

incentives vary between and

among producers and consumers.

6.1.4.C.4 -Distinguish between

needs and wants and explain how

scarcity and choice influence

decisions made by individuals,

communities, and nations

6.1.4.C.5 -Explain the role of

specialization in the production

and exchange of goods and

services.

Interaction among various

institutions in the local,

national, and global

economies influence

policymaking and societal

outcomes.

6.1.4.C.6 - Describe the role and

relationship among households,

businesses, laborers, and

governments within the

economic system.

Grade 4 Social Studies Curriculum 2014 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.8 - Illustrate how

production, distribution, and

consumption of goods and

services are interrelated and are

affected by the global market and

events in the world community.

Availability of resources

affects economic

outcomes.

6.1.4.C.9 - Compare and contrast

how access to and use of

resources affects people across

the world differently.

Understanding of financial

instruments and outcomes

assists citizens in making

sound decisions about

money, savings, spending,

and investment.

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.

Creativity and innovation

affect lifestyle, access to

information, and the

creation of new products

and services.

6.1.4.C.12-Evaluate the impact of

ideas, inventions, and other

contributions of prominent

figures who lived New Jersey.

6.1.4.C.13-the qualities of

entrepreneurs in a capitalistic

society.

Grade 4 Social Studies Curriculum 2014 Economic opportunities in

New Jersey and other

states are related to the

availability of resources

and technology.

6.1.4.C.14-Compare different

regions of New Jersey to

determine the role that

geography, natural resources,

climate, transportation,

technology, and/or 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.

Creativity and innovation

have led to improvements

in lifestyle, access to

information, and the

creation of new products.

6.1.4.C.16-Explain how

creativity and innovation resulted

in scientific achievement and

inventions in many cultures

during different historical

periods.

6.1.4.C.17-Determine the role of

science and technology in the

transition from an agricultural

society to an industrial society,

and then to the information age.

6.1.4.C.18- Explain how the

development of communications

systems has led to increased

collaboration and the spread of

ideas throughout the United

States and the world.

Desired Results

Grade 4 Social Studies Curriculum 2014

Students will identify and describe various kinds

of industries in New Jersey.

Students will explain how industry began in

colonial New Jersey.

Students will identify the natural resources that

first led to industry in New Jersey.

Students can explain the concept of barter and

trade

Students will recognize the importance of tinkers

and inventors, especially Seth Boyden and

Thomas Edison.

Students will investigate the importance of

manufacturing in New Jersey today.

Students will think about the benefits that places,

like the Jersey Shore, bring to the economy of

New Jersey.

Students will describe how the development of

transportation systems impacted New Jersey’s

economy.

Assessments

Review Sheets

Vocabulary

Project

Unit Assessment

Teacher Resources

www.kids.gov

www.EDSITEment.com

www.archives.gov

www.pbs.org/teachers

www.icivics.org

www.goedonline.com

www.brainpop.cpm

www.bensguide.gpo.gov

www.edudemic.com

www.globalclassroom.org

www.socialstudiesforkids.com

www.socialstudies.org

To show evidence of meeting this standard, students may:

Review Sheets

Vocabulary

Project

Unit Assessment

Equipment Needed

Grade 4 Social Studies Curriculum 2014

District Textbook, Internet Resources, Promethean/Smart Board

www.kids.usa.gov/social-studies/index.shtml

www.clevelandfed.org

www.ndstudies.org

www.econedlink.org

www.quizlet.com

www.classroom.jc-school.net

Grade 4 Social Studies Curriculum 2014

Standard: 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 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.

Strand: D. History, Culture, and Perspectives

Essential Questions Enduring Understandings Activities and Student Experiences

How have events of the

past shaped the present?

Why did so many

communities immigrate to

America?

How has immigration

affected the development

the United States,

specifically New Jersey?

Why is it important to

learn about other cultures?

Cultural differences between

European colonists and Native

Americans led to conflicts and

shaped the nation as it exists

today

New Jersey has had and continues

to have a diverse population

Religious persecution, political

and economic instability and the

desire for a better life led many to

emigrate to North America in the

1600 and 1700s

Constitutions (compacts and

charters) establish governmental

structures and protections of

essential rights that allow divers

peoples to live in harmony.

The Declaration of Independence

was written to explain why the

colonists wanted to separate from

Britain.

The Declaration of Independence

has had an enduring impact

because of its clear statement of

the natural rights of each

individual to life, liberty and the

pursuit of happiness and to the

Research the Lenni Lenape society and write a

written report. (Students can create a PowerPoint

to present findings).

Create a Newspaper Article as if they were a

villager to update their community about town

facts and news.

Create a diorama.

Research the voluntary and involuntary

immigration of people into NJ. Students can create

a mock society to imagine the experience of

immigrants and their assimilation.

Students reenact a group of immigrants arriving in

Ellis Island. They go through the

stations that the immigrants had to pass through

(medical examiner, medical specialists,

government inspector, and board of inquiry).

Students can keep a journal or blog documenting

their immigrant experiences and the challenges

they faced.

Role Playing.

Create a timeline of the key events that lead to the

formation of the United States.

Write a short play to highlight important events.

Make a New Jersey bulletin board.

Make a poster of New Jersey’s regions.

Make a chart naming New Jersey’s members of

Grade 4 Social Studies Curriculum 2014 right of the people to institute a

new government when their

current government does not

protect these natural rights.

The diverse settlement patterns in

colonial New Jersey necessitated

a degree of religious freedom and

tolerance in the political structure.

The American colonists gained a

huge expanse of land with the

Peace Treaty of 1783 that ended

the American Revolution.

Key historical events, documents,

individuals and choices made led

to the development of our nation.

The U.S. Constitution and Bill of

Rights reflect American values of

fairness, equality and diversity by

protecting individual rights and

giving voice to diverse views

through representation in

government.

Slavery led to the Civil War and

New Jersey fought for the Union.

New Jersey has had and continues

to have a diverse population of

immigrants from around the

world.

The Founders believed that

human beings had certain natural

rights to life liberty and property

and to protect these rights people

consent to obey the laws and

government they create.

Leaders affect the way that

the House of Representatives.

Write a journal entry from the point of view of an

early explorer of New Jersey.

Write a letter dated in the early 1800’s to someone

who does not live in New Jersey explaining the

changes and growth of the time

As a patriot, write a letter to Parliament explaining

how the Stamp Act has taken away freedoms.

Give a speech supporting the new Constitution.

Character sketch of George Washington.

Discuss the importance of the three words: “We

the people…”

Cause & Effect: Discuss how the Constitution and

Bill of Rights affected the United States.

Write an essay explaining what the purpose of the

Declaration of Independence was.

Create a Community Tree to show roles of

important government officials (founding fathers).

Create character sketches of George Washington,

Thomas Jefferson, and Benjamin Franklin.

Compare 2 Founding Fathers using a Venn

Diagram.

Conduct a mock interview between George

Washington, Thomas Jefferson, and Benjamin

Franklin.

Write and act out an interview with William

Livingston.

Pretend you could travel in a time machine and be

a key figure from the American Revolution. What

would you do? Explain.

Current events reporting (from Revolutionary War

time period).

Create a map of the underground railroad.

Write a journal entry/ blog about being a slave.

Grade 4 Social Studies Curriculum 2014 countries grow and develop.

Revolutionary leaders including

George Washington, Thomas

Jefferson, Benjamin Franklin, and

Governor William Livingston,

fought for independence from

England.

The regional geography of New

Jersey played a crucial role in the

American Revolution and the

survival of the Continental Army.

The Revolutionary War created

harsh economic conditions in

New Jersey, forcing the

Continental Army and New

Jersey citizens to make difficult

choices. (opportunity costs)

The harsh conditions of slavery in

America created political and

moral crises that led to the Civil

War.

New Jersey’s location and

physical geography made it a

transit point for the Underground

Railroad.

Personal, family, and community

history is a source of information

for individuals about the people

and places around them.

The study of American folklore

and popular historical figures

enables Americans with diverse

cultural backgrounds to feel

connected to a national heritage.

Cultures include traditions,

Research Perth Amboy’s role in Slavery.

Research slavery in different regions of NJ and

where slavery was more prevalent.

Make a mural that shows how the Lenape lived.

Write a description of each of New Jersey’s four

natural regions.

Write a narrative from the point of view of a

Lenape Indian.

Read “Rainbow Crow, a Lenape Tale

Write a paragraph describing the growth of a New

Jersey city in the early 1800’s.

Compare/contrast East Jersey and West Jersey

How would you have defined loyalty in 1776?

If you intended to be loyal to the Crown, how

would you explain your reasons for being loyal to

the King?

If you were a revolutionary, what reasons would

you give for supporting extraordinary measures to

separate yourself from Great Britain?

Make a table to categorize information about the

people in a region past/present.

Create a poster celebrating differences and

diversity.

Write a play showing acceptance or tolerance.

Multicultural Day- Explore Foods, Clothing, &

Customs.

Interview a parent, grandparent or family friend

who is from a different culture.

Use publisher to create a brochure that celebrates

different cultures.

Field Trip to see the Statue of Liberty.

Research the Statue of Liberty and the White

House.

As a group or class, discuss that Pledge of

Grade 4 Social Studies Curriculum 2014 popular beliefs, and commonly

held values, ideas, and

assumptions that are generally

accepted by a particular group of

people.

American culture, based on

specific traditions and values, has

been influenced by the behaviors

of different cultural groups living

in the United States.

Cultures struggle to maintain

traditions in a changing society.

Culture is a way of life of a group

of people who share similar

beliefs and customs.

Prejudice and discrimination can

be obstacles to understanding

other cultures.

Most Americans have ancestors

from other countries contributing

to the diversity of our country.

Our ancestors have shaped our

family traditions as well as many

national traditions.

Allegiance and break it into smaller parts and

translate into more meaningful (age appropriate)

wording.

Discuss the importance of American symbols and

use clay or other materials to replicate the symbol.

Content Statements Cumulative Progress Indicators

Grade 4 Social Studies Curriculum 2014 Immigrants come to New

Jersey and the United

States for various reasons

and have a major impact

on the state and the

nation.

Key historical events,

documents, and

individuals led to the

development of our

nation.

Personal, family, and

community history is a

source of information for

individuals about the

people and places around

them.

The study of American

folklore and popular

historical figures enables

Americans with diverse

cultural backgrounds to

feel connected to a

national heritage.

Cultures include

traditions, popular

beliefs, and commonly

held values, ideas, and

assumptions that are

generally accepted by a

particular group of

people.

American culture, based

on specific traditions and

values, has been

6.1.4.D.1-20

Grade 4 Social Studies Curriculum 2014 influenced by the

behaviors of different

cultural groups living in

the United States.

Cultures struggle to

maintain traditions in a

changing society.

Prejudice and

discrimination can be

obstacles to

understanding other

cultures.

Historical symbols and

the ideas and events they

represent play a role in

understanding and

evaluating our history.

The cultures with which

an individual or group

identifies change and

evolve in response to

interactions with other

groups and/or in response

to needs or concerns.

People view and interpret

events differently

because of the times in

which they live, the

experiences they have

had, the perspectives held

by their cultures, and

their individual points of

view.

Desired Results

Grade 4 Social Studies Curriculum 2014 Determine the impact of European colonization on Native American

populations, including the Lenni Lenape of New Jersey.

Summarize reasons why various groups immigrated to New Jersey

and America and describe the challenges they encountered.

Explain how key events led to the creation of the United States and

the state of New Jersey.

Determine the significance of New Jersey’s role in the American

Revolution.

Describe how stereotyping and prejudice can lead to conflict, using

examples from the past and present.

Understand and analyze national and state symbols and holidays that

commemorate people, events, and the ideals of our government.

Identify the documents that established our government.

Discuss how the history of the United States reflects both continuity

and change.

Discuss slavery and the role it played in causing the Civil War.

Summarize key founding documents.

Identify key figures who contributed to winning independence and

writing the founding documents.

Explain how cultural group struggle to maintain traditions in a

changing society.

Equipment

IWB, Computers/internet, Worksheets, Construction Paper / Craft

Supplies, Reference Materials

Teacher Resources

http://www.doublegv.com/ggv/index.html

www.brainpopjr.com

http://www.state.nj.us/state/historykids/about.htm

http://www.kidinfo.com/american_history/historical_d

ocuments.html

http://www.history.org/kids/games/foundingFather.cfm

http://www.bigorrin.org/lenape_kids.htm

http://www.kidsdiscover.com/immigration-for-kids

http://www.njhistorypartnership.org/home_page.html

http://njdh.scc-

net.rutgers.edu/enj/lessons/american_revolution/

http://education.byu.edu/diversity/activities.html

Assessments

Write a report telling how national, state and local governments

make laws.

Write a biography of a person from New Jersey.

Make a collage of illustrations of events that happen in New Jersey,

such as cultural festivals and parades.

Make a bar graph showing the populations of New Jersey’s five

largest cities.

Create a family trip that includes historical and cultural sights.

Grade 4 Social Studies Curriculum 2014 Suggested Project/Product Ideas:

Write an essay that explains how New Jersey has grown and

changed from 1800 to today, including inventions and population

growth.

Make a New Jersey timeline from 1800’s to today.

Paint a portrait of a person who played an important role in New

Jersey history.

Make a table by decades to compare events from 1800 – present.

Make a map of the United States in 1861 and identify Union and

Confederate states.

Create week long diary/scrapbook/newspaper depicting life as a

child in a particular Native American tribe.

“Our Forefathers” project; Students will choose an important

American leader of the period and produce a resume, poster project,

research report, technology presentation, or oral presentation on that

person.

Create a list of what the Constitution and Bill of Rights say about

our government.

Immigration Report

http://americanhistory.mrdonn.org/Symbols.html

http://people.historyforkids.org/slaves.htm

http://teacher.scholastic.com/activities/bhistory/undergr

ound_railroad/children.htm