GATEWAY GROUP CURRICULUM OVERVIEW

Grade 4

Social Studies

New Jersey and Our Nation

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.

Focus of this Unit:

  • 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.
  • Spatial thinking and geographic tools can be used to describe and analyze the spatial patterns and organization of 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 characteristics, but may also have cultural differences.
  • Creativity and innovation affect lifestyle, access to information, and the creation of new products and services.
  • Economic opportunities in New Jersey and other states are related to the availability of resources and technology.

NJ STUDENT LEARNING STANDARDS

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.4    Explain how key events led to the creation of the United States and the state of New Jersey.

6.1.4.D.7    Explain the role Governor William Livingston played in the development of New Jersey government.

6.1.4.D.8    Determine the significance of New Jersey’s role in the American Revolution.

6.1.4.D.9    Explain the impact of trans-Atlantic slavery on New Jersey, the nation, and individuals.

6.1.4.D.10  Describe how the influence of Native American groups, including the Lenni Lenape culture, is manifested in different regions of New Jersey.

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.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.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.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.

6.1.4.C.12    Evaluate the impact of ideas, inventions, and other contributions of prominent figures that lived  in New Jersey.

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.

Essential Questions

  • How do physical geography, human geography, and the human environment interact to influence or determine the development of cultures, societies, and nations?
  • How can individuals, groups, and societies apply economic reasoning 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 history changed the way people live and economies and governments function?
  • How do our interpretations of past events inform our understanding of cause and effect, and continuity and change, and how do they influence our beliefs and decisions about current public policy issues?
  • How can the study of multiple perspectives, beliefs systems, and cultures provide a context for understanding and challenging public actions and decisions in a diverse and interdependent world?

Maps and Map Skills

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

Use physical and political maps to identify locations and spatial relationships of places within local and nearby communities.

Describe and demonstrate different ways to measure and estimate distances.

Identify the major US/World regions, as well as major locations in New Jersey.

Locate time zones, latitude, longitude, and the global grid.

Correctly differentiate between types of maps.

 Correctly measure distance between locations on a map using different tools.

Compare and contrast characteristics of regions in the US, World, and New Jersey.

Determine why people decide to live and work in different regions.  

Correctly determine time zones and location using longitude and latitude.

New Jersey text (pp G2-G11)

-Various activities embedded in NJ text.

-National Geographic Regions books

Oral and written response, Venn diagrams, maps/globe activities

History and Folklore of New Jersey

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

Why did various groups colonize in specific areas (including NJ)

What role did the Lenni Lenape Indians play in development of NJ?

What was the impact of slavery on the NJ, the nation, and individuals?

How did folklore and the actions of famous historical and fictional characters contribute to National Heritage?

What was NJs role in the American Revolution?

Discuss reasons for voluntary and involuntary immigration to specific regions of US and NJ and the challenged these individuals faced.

Determine the impact of slavery (specifically trans-Atlantic slavery) on NJ and the US.

-Describe how families expressed their beliefs through stories, song, and folklore and how this impacted National Heritage.

Compare family life past and present in communities.

Examine the lives of important historical documents, historical and fictional characters and their impact on American Heritage.

Discuss the role that NJ played in outcomes of the American Revolution.

If You Lived in Colonial Times by Scholastic

NJ Text p76-103

            p104-115

“Building Citizenship (NJ Text p113)

     

NJ Text p102-103

Oral and written response, Venn diagrams,

                Evidence of Learning

Assessment:

  • Formative Assessment Strategies
  • Rubrics
  • Unit Assessments
  • Performance Assessments

Equipment Needed:

  • Macmillan McGraw Hill Text – New Jersey
  • Pine Barrens Legends and Lore
  • Explore the Northeast
  • Explore the Southeast
  • Explore the Midwest
  • Explore the Southwest
  • Explore the Northwest

Teacher Resources:

Modifications/Accommodations

IEPs

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

504s

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

ELLs

  • teaching key aspects of a topic.
  • Eliminate nonessential information .
  • using videos, illustrations, pictures, and drawings to explain or clarify.
  • allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning; .
  • allowing students to correct errors (looking for understanding) .
  • allowing the use of note cards or open-book during testing .
  • decreasing the amount of work presented or required

G/T

  • teaching key aspects of a topic. Eliminate nonessential information .
  • using videos, illustrations, pictures, and drawings to explain or clarify.
  • allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning;
  • allowing students to correct errors (looking for understanding) .
  • allowing the use of note cards or open-book during testing . decreasing the amount of work presented or required

At-Risk Failure

  • Projects designed so teacher may add or omit criteria based on student need
  • Shortened assignments
  • Extended time allotted for students
  • Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their communities
  • Collaborate with after-school programs or clubs to extend learning opportunities and support
  • Various online learning opportunities to reinforce skills based on student needs
  • Provide students multiple choices for how they can represent their understandings
  • Additional time for test preparation
  • Directions written and read/explained thoroughly and in chunks
  • Emphasis on successes
  • Graphic organizers and other organizational aides
  • Student Success Team and implementation of RTI Interventions
  • Set goal plan with reachable goals and pathways and collaboration with parents
  • One-on-one conference with teacher to include feedback on work and progress toward meeting goals

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.4.RF.4.3.A Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context. LA.4.RF.4.4.A Read grade-level text with purpose and understanding. LA.4.RF.4.4.B Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression. LA.4.RF.4.4.C Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.

By the end of 4th grade,

  • 9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.  
  • 9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
  • 9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
  • 9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Grade 4                                                                                                            -  -