GATEWAY GROUP CURRICULUM OVERVIEW
Grade 1
Social Studies
My School and Family | |||
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. 6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world. Focus of this Unit:
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NJ STUDENT LEARNING STANDARDS | |||
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. 6.1.4.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.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.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.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.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.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.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. 6.1.4.B.7 Explain why some locations in New Jersey and the United States are more suited for settlement than others. 6.1.4.B.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. 6.1.4.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. 6.1.4.C.3 Explain why incentives vary between and among producers and consumers. 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. 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. 6.1.4.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.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.D.11 Determine how local and state communities have changed over time, and explain the reasons for changes. 6.1.4.D.12 Explain how folklore and the actions of famous historical and fictional characters from New Jersey and other regions of the United States contributed to the American national heritage. 6.1.4.D.14 Trace how the American identity evolved over time. 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.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. 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. 6.3.4.A.1 Evaluate what makes a good rule or law. 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.D.1 Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions. | |||
Essential Questions | |||
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Civics, Government, and Human Rights | |||
Core Content/Objectives | Instructional Actions | ||
Concepts What students will know | Skills What students will be able to do | Activities/Strategies Learning Activities/ Differentiation Interdisciplinary Connections | Assessment How learning will be assessed |
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Geography, People, and the Environment | |||
Core Content/Objectives | Instructional Actions | ||
Concepts What students will know | Skills What students will be able to do | Activities/Strategies Learning Activities/ Differentiation Interdisciplinary Connections | Assessment How learning will be assessed |
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Economics, Innovation, and Technology | |||
Core Content/Objectives | Instructional Actions | ||
Concepts What students will know | Skills What students will be able to do | Activities/Strategies Learning Activities/ Differentiation Interdisciplinary Connections | Assessment How learning will be assessed |
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History, Culture, and Perspectives | |||
Core Content/Objectives | Instructional Actions | ||
Concepts What students will know | Skills What students will be able to do | Activities/Strategies Learning Activities/ Differentiation Interdisciplinary Connections | Assessment How learning will be assessed |
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Evidence of Learning | |||
Assessment:
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Equipment Needed:
| Teacher Resources:
Social Studies Alive! My School and Family |
Modifications/Accommodations | |||
IEPs |
| 504s |
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ELLs |
| G/T |
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At-Risk Failure |
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Interdisciplinary Connections | Career Ready Practices | 9.2 Career Awareness, Exploration, and Preparation |
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge. LA.1.RI.1.1 Ask and answer questions about key details in a text. LA.1.RI.1.2 Identify the main topic and retell key details of a text. LA.1.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. LA.1.RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. LA.1.RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. LA.1.RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. LA.1.RI.1.7 Use the illustrations and details in a text to describe its key ideas. LA.1.W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. LA.1.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers and self-reflection, and add details to strengthen writing and ideas as needed. LA.1.W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. LA.1.W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). LA.1.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. LA.1.SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. LA.1.SL.1.1.A Follow agreed-upon norms for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). LA.1.SL.1.1.B Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. LA.1.SL.1.1.C Ask questions to clear up any confusion about the topics and texts under discussion. |
| By the end of 4th grade,
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Grade 1