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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Describe how human interaction impacts the environment in New Jersey and the United States. 6.1.4.D.5 Relate key historical documents (i.e., the Mayflower Compact, the Declaration of Independence, the United States Constitution, and the Bill of Rights) to present day government and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


GRADE: 4


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


Students will understand how Rockaway Township has changed to accommodate a varying economy.

Why are you lucky to live in Rockaway Township? Explain?



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.


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


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

http://www.jerseyhistory.org/

http://www.rockawaytownship.org/aroundtown.htm


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.


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


SB New Jersey Yesterday and Today

NJ Adventure

Teacher Generated

Test & Quizzes

Signers’ Poster


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.state.nj.us/hangout_nj

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.

http://www.newjerseyvisitorsnetwork.com/

http://njgin.state.nj.us/OIT_TravelGuide/attraction

http://www.inventionatplay.org/index.html

http://www.newjersyvisitorsnetwork.com/

http://jc-schools.net/?PPTs-sciencehtml


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.


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?



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


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

http://bensguide.gpo.gov/3-5/index.html

http://ethemes.missouri.edu/themes/1457

The Cowboy and the Blackeyed Peas

Sierra

Taking charge

Lewis and Papa

Nine for California


GRADES: 4 & 5


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


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?



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

http://www.ushmm.org/