ROCKAWAY TOWNSHIP PUBLIC SCHOOLS SOCIAL STUDIES UNIT GUIDE
GRADE: 4
Unit Title: Time Frame:
History and Geography September-October
Standard 21st
Century Theme
6.1 US History: America in the World
Global Awareness
Financial, Economic, Business, and Entrepreneurial Literacy
Enduring Understandings: Essential Questions:
Students will understand how geography affects the economy, politics and culture of a region.
Students will understand that preserving our historic homes will lead them to an appreciation of history.
What is the value in preserving our historic homes, monuments, and documents?
How does knowledge of geography help to understand human behavior and cultural similarities and differences?
Cumulative Progress Indicator Number(s):
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. 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. 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Describe how human interaction impacts the environment in New Jersey and the United States. 6.1.4.D.5 Relate key historical documents (i.e., the Mayflower Compact, the Declaration of Independence, the United States Constitution, and the Bill of Rights) to present day government and citizenship 6.1.4.A.15 Explain how and why it is important that people from diverse cultures collaborate to find solutions to community, state, national, and global challenges. 6.3.4.A.4 Communicate with students from various countries about common issues of public concern and possible solutions.
Unit Learning Targets: The student will be able to….
Suggested Activities: Including Differentiated Strategies (DI)
Vocabulary
Students will…
1. Use physical and political maps to identify locations and spatial relationships of places within local and nearby communities.
2. Describe and demonstrate different ways to measure distance (e.g., miles, kilometers, time).
3. Estimate distances between two places on a map using a scale of miles.
4. Identify the major cities of New Jersey, the United States, and the world.
5. Locate time zones, latitude, longitude, and the global grid.
6. Discuss the value of the American national heritage including: Historical preservation of primary documents, buildings, places of memory, and significant artifacts.
7. Discuss how families of long ago expressed and transmitted their beliefs and values through oral tradition, literature, songs, and celebrations
Geography Map Skills
Text SB 32 – 48
Daily Geography (Teacher’s Manual)
●Oceans and Continents WS
●Map scale WS
●Vocabulary WS
●Crossword Puzzle WS
Review Sheet/Continents/Equator/Circles
Kansas City Map
Flattening the Globe
Welcome to Earth
What is Latitude
Colorado
Disney Map
Boning Up on Directions
Canine County Coordinates, Canine Answer key
WS=Work Sheet
Grids
Kansas Map
Mountain States
Vocabulary
oceans archaeology
continents monuments
latitude oral history
longitude
scale
prime meridian
equator
compass rose
globe
hemisphere
grid
Greenwich
symbol
sea level
ancestor
genealogy
preserve
primary sources
artifacts
Assessments
Teacher designed tests and activities
Create-A-Map (using rubric)
Historical Marker Project
Family Tree
NJ State Symbols Packet
White Meadow Lake (2 sheets)
Finding Your Way
Discover North America (2 pg.)
North America
What In the World is Wrong with this Map?
Latitude & Longitude
Places on NJ Map
Packing My Bag
World News Round-Up
Create-A-Map Project
How We Study History
Chapter 1 -Your Community,
SB 16-31
●SB. WB. Pp 1 - 4
Oral History Project (start in Sept)
●Historical Marker Project
●NJ State Symbol Book (makes a great back to
school night activity. For desk or display)
●Family Tree Project
●Jersey Journeys: History from Primary Sources
commute
historical source
historical document
Interdisciplinary Studies
Language Arts
Discuss how families of long ago expressed and transmitted their beliefs and values through oral tradition, literature, songs, and celebrations.
Oral History Computer Literacy - work with ed tech to develop a program (skype?) to communicate with students in a different country (6.3.4.A.4 Communicate with students from various countries about common issues of public concern and possible solutions.)
Resource Materials Assessments
Silver Burdett (SB) New Jersey Yesterday and Today Teacher designed tests and activities
Create-A-Map (using rubric)
Historical Marker Project
Family Tree
NJ State Symbols Packet
Technology Integration Related Literature
Holiday Sites (Columbus) Technology Binder Brain Pop (Longitude and Latitude, Geography themes, and Continents) Discovery Education (used to be United Streaming)
Mapping Penny’s World by Loreen Leedy And the dish Ran Away with the Spoon by Janet Stevens
ROCKAWAY TOWNSHIP PUBLIC SCHOOLS SOCIAL STUDIES UNIT GUIDE
GRADE: 4
Unit Title: Time Frame:
Unit II: Our Township October - December
Cumulative Progress Indicator Number(s): 21st
Century Theme
6.1.4.C.1 Explain how and why it is important that people from diverse cultures collaborate to find solutions to community, state, national, and global challenges.
6.1.4.C.2 Distinguish between needs and wants and explain how scarcity and choice influence decisions made by individuals, communities, and nations.
6.1.4.C.3 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.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.
6.3.4.A.3 Select a local issue and develop a group action plan to inform school and/or community members about the issue.
6.3.4.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.
6.3.4.C.1 Develop and implement a group initiative that addresses an economic issue impacting children.
6.3.4.A.2 Contact local officials and community members to acquire information and/or discuss local issues.
Financial, Economic, Entrepreneurial Literacy
Enduring Understandings: Essential Questions:
Students will understand how Rockaway Township has changed to accommodate a varying economy.
Why are you lucky to live in Rockaway Township? Explain?
Unit Learning Targets: The student will be able to….
Suggested Activities: Including Differentiated Strategies (DI)
Vocabulary
1. Explain that prices are the money value of goods and services and that prices change as a result of supply and demand.
2. Explain the nature, characteristics, and distribution of renewable and non-renewable resources.
3. Compare family life in a community of the past to life in a community of the present.
4. Discuss the history of their community, including the origins of its name, groups and individuals who lived there, and access to important places and buildings in the community.
5. Distinguish between goods (e.g., objects) and services (e.g., activities).
6. Distinguish between a want and a need and explain how to choose needed goods and services.
7. Discuss how natural, human, and capital resources are used to produce goods and to provide services.
8. Use physical and political maps to identify locations and spatial relationships of places within local and nearby communities.
9. Describe the development of transportation and communication networks in New Jersey and the United States.
10. Describe the contributions of voluntary associations and organizations in helping government provide for its citizens.
11. Discuss how governmental bodies make decisions and explain the impact of those decisions on school and community life.
12. Describe the significant characteristics of an
Rockaway Township History
Rockaway Township Slide Show
*Colonial Life can be covered here: NJ Adventure pp
74-87
NJ Adventure BW pp 65074
Horror Tales of Mine Flood
In Coal Country Venn Diagram/Rubric
Picatinny Arsenal Information
Rockaway Fact Information Packet
Miners
Mining Transparencies
Ford-Faesch Information
Mothers
Light
Keeping Worm
Soap
Villages
Furnaces
Forges
Conserve Wildlife
Mt. Hope
Canal Transparencies
Morris Canal
Jersey Journeys-canals
Green Pond
Telemark
White Meadow Lake
Vacation Areas
charcoal
furnace
government
forge
local history
blacksmith
shafts
general store
oral history
inclined planes
locks
towpath
scarcity
incentives
effective citizen and discuss ways to influence public policy (e.g. serving in elected office, working on a campaign).
13. Describe situations in which people from diverse backgrounds work together to solve common problems.
14. Explain that a citizen is a legally recognized member of the United States with rights and responsibilities, such as voting in elections and serving on juries.
Lt. Barton
Government Rockaway Township-Growth, Population
Vanishing Iron Works
I am Rockaway (good activity if NJ ASK requires Speech again)
Jersey Journeys
Day in the Life of a Miner’s Wife
Ore-to-Store flow chart
Rockaway Township Project
Quilt Squares Project
Rockaway Map Projects
New-Room School House Activity/lesson plans, overheads
NJ Adventure WB p65 and p66 (Refer to Teacher manual
NJ Adv. P. 87
6.3.4.A3,B1,C1 –Ford Faesch House Fund Raising
Activity Group Action Plan – saving a local landmark-
affects children and environment
Have students make posters about project to share
information learned
6.3.4.A. 2 Write a thank you letter to the Town
Council to thank them for continuing to support the
Ford-Faesch House. Inform them of grade fund
raising efforts.
Resource Materials Assessments
Tour of Rockaway Township
Waterloo Village
Sterling Hill Mine
Teacher designed tests and quizzes
Rockaway Township Project
I am Rockaway
Franklin Mine
NJ Adventure – should be one class set per school
New from Arcadia Publishing and local authors Eleanor Mason and Patricia
White is Images of America: Rockaway Township, the first pictorial history
for the township. From the Township’s rich mining history to its days as a
popular vacation area, the more than 200 vintage images give readers a
unique opportunity to reconnect to the history that shaped their community.
Rockaway Township Slides/CD
Rockaway Township Library Internet website Sears and Roebuck Catalog
Rockaway Township Maps
Technology Integration Related Literature
See Technology Binder and Disk www.jerseyhistory.org http://www.rockawaytownship.org/aroundtown.htm Discovery Education (used to be United Streaming) Interdisciplinary Connections: Note taking
Letter Writing NJ Adv. WB p72
Vanishing Ironworks of the Ramapos by James M. Ransom (in curriculum binder)
In Coal Country
Horror Tales of Mine Flood-article in binder
Boy of the Deeps
The Ice Horse-(out of print)
Sam Johnson and the Blue Ribbon Quilt
My Great Aunt Arizona
When I was Young in the Mountains
The Keeping Quilt
Warm as Wool
ROCKAWAY TOWNSHIP PUBLIC SCHOOLS SOCIAL STUDIES UNIT GUIDE
GRADE: 4
Unit Title: III Time Frame:
New Jersey Jan-Mid-May
Cumulative Progress Indicator Numbers(s): 21st
Century Theme
6.1.4.A.1 Explain how rules and laws created by community, state, and national governments protect the rights of people, help resolve conflicts, and promote the common good.
6.1.4.A.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.
6.1.2.A.3 Determine how “fairness,” “equality,” and the “common good” have influenced change at the local and national levels of United States government.
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.
6.1.4.D.15 Explain how various cultural groups have dealt with the conflict between maintaining traditional beliefs and practices and adopting new beliefs and practices.
6.1.4.D.16 Describe how stereotyping and prejudice can lead to conflict, using examples from the past and present.
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.17 Explain the role of historical symbols, monuments, and holidays and how they affect the American identity.
6.1.4.D.18 Explain how an individual’s beliefs, values, and traditions may reflect more than one culture.
Global Awareness
Civic Literacy
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.
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.
6.1.4.A13 Describe the process by which immigrants become United States citizens.
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.2 Summarize reasons why various groups, voluntarily and involuntarily, immigrated to New Jersey and America, and describe the challenges they encountered.
6.1.4.D.3 Evaluate the impact of voluntary and involuntary immigration on America’s growth as a nation, historically and today.
6.1.4.D.4 Explain how key events led to the creation of the United States and the state of New Jersey.
6.1.2.D.5 Relate key historical documents (i.e., the Mayflower Compact, the Declaration of Independence, the United States Constitution, and the Bill of Rights) 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.7 Explain the role Governor William Livingston played in the development of New Jersey government.
6.3.4.D.1 Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions.
Enduring Understandings: Essential Questions:
Students will understand the reasons why the Revolutionary Leaders fought for Independence.
Students will discuss the value of American National Heritage (folklore, songs, symbols, slogans)
Students will identify and discuss major scientific inventions and discoveries and their impact on life today.
How does an understanding of NJ Events in the past relate to your understanding of the present and the future?
How do the values and principles of American Democracy relate to the rights, responsibilities and roles of a citizen in New Jersey?
Unit Learning Targets: Suggested Activities: Vocabulary
The student will be able to…. Including Differentiated Strategies (DI)
1. Explain changes in places and regions over time and the consequences of those changes.
2. Describe the geography of New Jersey.
3. Describe the basic components of the Earth’s physical systems, including landforms, water, erosion, weather, and climate and discuss their impact on human development.
4. Identify the distribution and characteristics of populations for different regions of New Jersey and the United States.
5. Compare the major early culture of the Lenape that existed in the region that became New Jersey prior to contact with the Europeans.
6. Discuss the reasons why revolutionary leaders, including George Washington, Thomas Jefferson, Benjamin Franklin, and Governor William Livingston fought for independence from England.
7. Discuss New Jersey’s role during the American Revolution.
Counties
Text SB pp 54 - 57
●NJ County Cake Packet
●NJ Counties Map
●Word Search
●County Notes and WS
●NJ Songs
●Carmen Sandy Hook
●Spirit of History
●Where did counties get their names?
Regions of NJ
Regions of NJ Text SB pp 68 - 82
NJ Adventure Text pp 8-9
●Graphic Organizer
●Regions Flip Book
●NJ Regions Map
●Regions of NJ: Relief Map
●Regions Brochure
●Regions PowerPoint
agriculture
apparel
dairy
petroleum
textiles
tourism
poultry
common good
Interdisciplinary Connections
Counties
Power Point
Work with Ed Tech on county research
Rev. War
Causes & Effect
Fact & Opinion Worksheets
Trade Books:
Phoebe the Spy
George Washington’s Socks
The Secret Soldier
8. Recognize national, state, and local legislators and government officials and explain how to contact them for help or to express an opinion.
9. Describe the process by which immigrants can become United States citizens.
10. Discuss factors involved in the development of cities
a. (e.g. transportation, food, marketplace, religion, and military
b. protection.
11. Describe the development of transportation and communication networks in New Jersey and the United States.
12. Describe the population shift from the farm to the city in New Jersey.
13. Describe the many ways federal, state, and local governments raise funds to meet the need for public facilities and government services.
14. Describe how regions change over time.
15. Explain that Americans have come from different parts of the world and have a common American heritage in addition to the heritage of the countries of origin.
Lenape
Text: NJ Adventure pp 30-44 WB pp 47-58
SB pp 88 - 101
●Lenape Project - Build a Long House
●Games Pages
●Lenape Mural
●Clay Pot in Art
●Pictures and Information
●Article: “Rockaway Part II: Lenni Lenape of
Rockaway”
●Morris Museum “Lenape Boxes”
Settlers/Explorers Text NJ Adventure pp46-73 WB pp47-63
●Early Settlement Games
●Explorer/Settler Flipbook
Revolution
Text NJ Adventure Chapter 3 & 4 pp88-103 WB pp75-
Listen and sing patriot songs
16. Identify and discuss major scientific discoveries and inventions, the scientists and inventors who developed them (e.g., Thomas Edison), and their impact on life today
17. Identify major documents and symbols in New Jersey and American history, including the Mayflower Compact, the Declaration of Independence, the United States Constitution, the New Jersey State Seal, and Martin Luther King Jr’s “I Have a Dream” speech.
18. Discuss the value of the American national heritage including:
a. Diverse folklore and cultural contributions from New Jersey and other regions in the United States
b. History and values celebrated in American songs, symbols, slogans, and major holidays
c. Historical preservation of primary documents, buildings, places of memory, and significant artifacts.
19. Identify the fundamental values and principles of American democracy expressed in the Pledge of Allegiance, the Declaration of Independence, the United States Constitution and the Bill of Rights, and the first New Jersey Constitution.
20. Discuss the reasons why various groups,
80
SB pp 132 – 146
●Afton Packet – Desk Maps
●Signers of the Declaration of Independence Packet
●Yankee Doodle Riddle Time Line WS
●Road to Revolution WS
●Colonies in America WS
●Revolution Crossword WS
●War in NJ WS
●That’s Why it Happened WS
●Cause & Effect WS
●Fact & Opinions WS
●Protesting British Taxes WS
●Tempe Wick Packet
●American Revolution Map Project/Rubric
●Jersey Stories
●The Old Barracks Computer Activity
●Rev. War Study Guide and Test
●Group Project – NJ Signers Poster
Industrial Revolution/Inventors
voluntarily and involuntarily, immigrated to America and New Jersey and describe the problems they encountered.
21. Distinguish between goods (e.g., objects) and services (e.g., activities).
22. Distinguish between a want and a need and explain how to choose needed goods and services.
23. Discuss how natural, human, and capital resources are used to produce goods and to provide services.
24. Identify the physical and human characteristics of places and regions in New Jersey and the United States (e.g., landforms, climate, vegetation, housing).
Text: NJ Adv. Pp 170 -189, WB 137 – 141
SB 148 - 181
●Kids Discover-Invention Discover Page
●NJ Economy Grows/NJ Inventors
●A World Changing Invention Project
●People pop-up project
Immigration Text: NJ Adv pp 154- 169, WB 165 – 173
SB pp 182 - 199
●Family Tree (see Rockaway History)
●Immigration Experience Activity
Resource Materials Assessments
SB New Jersey Yesterday and Today
NJ Adventure
Teacher Generated
Test & Quizzes
Signers’ Poster
Technology Integration Related Literature
Work with Ed Tech on county research
http:www.delawaretribeofindians.nsn.us/ (Lenape language)
NJ Pines Kids (website)
http://www.state.nj.us/hangout_nj
Yankee Doodle
This Time Tempe Wick?
The 18 Penny Goose
http://www.newjerseyvisitorsnetwork.com/
http://njgin.state.nj.us/OIT_TravelGuide/attraction
Use Microft 7 timeline feature for Revolutionary War Timeline
http://www.inventionatplay.org/index.html (Inventions)
http://www.newjersyvisitorsnetwork.com/
http://jc-schools.net?PPTs-sciencehtml (inventors)
Brain Pop ( John Adams, The American Revolution, George Washington,
James Madison, The French and Indian War, 13 Colonies, Declaration of
Independence, Immigration, Thomas Edison, Ben Franklin Industrial
Revolution and Assembly Line)
Discovery Education (used to be United Streaming)
Phoebe the Spy
George Washington’s Socks
Crossing the Delaware
Food & Recipes of the Revolutionary War
Jessie Across the Sea
Dreaming of America
Ellis Island – class sets (6.3.4.D.1) Identify actions that are unfair or discriminatory,
such as bullying, and propose solutions to address such actions.
Fire at the Triangle Shirt Company (6.3.4.D.1) Identify actions that are unfair or
discriminatory, such as bullying, and propose solutions to address such actions.
ROCKAWAY TOWNSHIP PUBLIC SCHOOLS SOCIAL STUDIES UNIT GUIDE
GRADE: 4
Unit Title: IV Regions of the United States and Government Time Frame:
Regions of the United States and Government Mid-May-Jun
Cumulative Progress Indicator Number(s): 21st Century Theme
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.
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.
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 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.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.
6.1.4.C.6 Describe the role and relationship among households, businesses, laborers, and governments within the economic system.
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.
Financial, Economic, Business, and Entrepreneurial Literacy
Civic Literacy
6.1.4.C.9 Compare and contrast how access to and use of resources affects people across the world differently.
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.
6.3.4.A.1 Evaluate what makes a good rule or law.
6.3.4.D.1 Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions.
Enduring Understandings: Essential Questions:
Students will utilize historical thinking, problem solving and research skills to maximize their understanding of civics, history, geography, and economics.
Students will know, understand, and appreciate the values and principles of American democracy and rights, responsibilities, and roles of a citizen.
What rights and responsibilities does a citizen of a nation have?
What are the values and principles of American democracy and how do they affect our citizens?
How does an understanding of history affect the present?
Unit Learning Targets: The student will be able to….
Suggested Activities: Including Differentiated Strategies (DI)
Vocabulary
1. Explain that a citizen is a legally
recognized member of the United States
with rights and responsibilities, such as
voting in elections and serving on juries.
2. Recognize national, state, and local
legislators and government officials and
explain how to contact them for help or
to express an opinion.
3. Characterize the structure and roles of
the branches of government.
4. Explain the basic concepts and process
of lawmaking in democracies.
5. Identify examples of the freedoms
South (Civil War)
●The President’s Dilemma WS
●Pink & Say Venn Diagram
●A Country Divided
South (Government)
Text: NJ Adv pp 104 – 123, WB 111 - 123
coast
coastal plain
cape
bay
agriculture
guaranteed in the Bill of Rights.
6. Locate and label key physical features of the Southern states.
7. Explain the relationships between natural resources, physical features and a region’s economy.
8. Distinguish the issues of the opposing forces in the Civil War.
9. Recognize how race or ethnic group affects the lives of individuals.
THE NORTHEAST 1. Locate and label key physical features
of Northeastern states on a map. 2. Explain the relationships between
natural resources, physical features, and a region’s economy.
THE MIDWEST 1. Identify the routes, causes, and effects
of the Great Migration. 2. Investigate aspects of farm life in the
Midwest. 3. Locate and label key physical features
of the Midwestern states on a map. 4. Explain the relationships between
natural resources, physical features, and a region’s economy.
THE WEST 1. Locate and label key physical features
of the Western states on a map. 2. Place Hawaii and Alaska in geographic
relation to the continental U.S. 3. Explain the relationships between
natural resources, physical features,
●Branches of Government
●Preamble
●Bill of Rights
●How a Bill Becomes A Law
●Follow That Bill
●Time for Change
●Say It Again, Sam
●The 1st 10
●Order of Importance
●Vocabulary Match
●Bill of Rights Rap
●Ban Sat AM Cartoons
●Citizens & Government
●My Government Flip Book
Northeast
Mapping “The Northeast” Apply Geography Skills
SB pgs 38-41
Read and discuss Infographic, MH p. 164
“Economy of the Northeast”
MH – Projects pg. 36 “Comparing Mountains”
Create a project MH-T pg 140
industry
pharmaceuticals
lumber
precipitation
physical features
economy
industry
tourist attractions
tenement
prairie
harvest
and a region’s economy. 4. Assess the contributions of Hispanic
and Native American people in the development of the West.
MH Projects pg. 36 think About It #1-5
The Midwest
Geography skills MH 226-227
Read and discuss Infographic
MH Projects pg 50 “Comparing Plains”
MH Projects pg. 46 “Mapping out the Midwest”
Cause and Effects for The Great Migration
“ I Am the Heartland” free form poetry (I Am the
Farmer)
Read and analyze the poem “O Pioneers” pg. 228
Dear Mom and Dad letter home
The West
Mapping “The West” “Tourist Attractions”
Resource Materials Assessments McGraw Hill Textbook
Regions Videos
Read Across America
School House Rock video
The Birth of the Constitution (Charley Brown video)
Teacher made tests and quizzes
My Government Flip Book
Region Poster-Group Project
Technology Integration Related Literature
Oregon Trail (computer game in lab) For westward expansion Brain Pop (Branches of Government, Presidential Powers, Political
The South Scholastic Magazine
Parties, How a bill Becomes a Law, The U.S. Constitution) http://bensguide.gpo.gov/3-5/index.html government http://ethemes.missouri.edu/themes/1457 Discovery Education (used to be United Streaming)
Pink & Say 6.3.4.D.1 Identify actions that are unfair or discriminatory, such as
bullying, and propose solutions to address such actions.
Nettie’s Trip South 6.3.4.D.1 Identify actions that are unfair or discriminatory,
such as bullying, and propose solutions to address such actions.
Meet Addy, An American Girl
House Mouse, Senate Mouse
Woodrow, White House Mouse
We the People
The Northeast
When I Was Young in the Mountains
The Midwest
The Great Migration Back Home
If You’re Not From the Prairie
Prairie Town
Corn Belt Harvest
I Am the Heartland
Sarah, Plain and Tall
The West
Gold Fever
My Great Aunt Arizona
It’s Just Like Papa
ROCKAWAY TOWNSHIP PUBLIC SCHOOLS SOCIAL STUDIES UNIT GUIDE
GRADES: 4 & 5
Unit Title: Time Frame:
Acknowledge State Mandate for Holocaust November
Cumulative Progress Indicator Number(s): 21st
Century Theme
6.1.12.D.11.d Compare the varying perspectives of victims, survivors, bystanders, rescuers, and perpetrators during the Holocaust.
Global Awareness
Enduring Understandings: Essential Questions:
Genocide is capable of happening to any group and at any time, and can be stopped by understanding and compassion.
How are decisions made of who belongs and who does not?
How are genocide and other acts of violence humanly possible?
Unit Learning Targets: The student will be able to….
Suggested Activities: Including Differentiated Strategies (DI)
Analyze how events are related over time.
Describe major conflicts that have arisen from diversity (e.g., land and suffrage for Native Americans, civil rights, women’s rights) and discuss how the conflicts have been addressed.
Analyze how prejudice and discrimination may lead to genocide as well as other acts of hatred and violent for the purposes of subjugation and exploitation.
Discuss causes of World War II.
Students will research what some of the survivors of the Holocaust did with the rest of their lives.
Students will research some of the people who tried to come to the aid of the Jews and create a museum exhibit focusing on the danger of doing so.
Research other genocides (i.e. Rwanda, Darfur) and write a letter to the President explaining why identifying genocides is important and create a plan of action to take if one should be identified. (Bystanders, Bullies)
Resource Materials/Related Literature Assessments
The Sneetches by Dr. Seuss
The Little Riders by MargarethaShemin
Letter to the President
Museum Artifacts
Technology Integration Vocabulary
U.S. Holocaust Museum – http://www.ushmm.org
Voices of Rescue from the Holocaust-
http://www.ushmm.org/remembrance/dor/years/2012/voicesofrescue/
Adolf Hitler
Anne Frank
Oskar Schnidler
Scapegoat
Holocaust
Genocide
Kristallnacht
Nazi