GATEWAY GROUP CURRICULUM OVERVIEW

Grade 4

Social Studies

American Government

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:

  • Rules and laws are developed to protect people’s rights and the security and welfare of society.
  • The United States Constitution and Bill of Rights guarantee certain fundamental rights for citizens.
  • American constitutional government is based on principles of limited government, shared authority, fairness, and equality.
  • 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.
  • In a representative democracy, individuals elect representatives to act on the behalf of the people.
  • Key historical events, documents, and individuals led to the development of our nation.

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.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.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.

Essential Questions

  • How do citizens, civic ideals, and government institutions interact to balance the needs of individuals and the common good?
  • How have economic, political, and cultural decisions promoted or prevented the growth of personal freedom, individual responsibility, equality, and respect for human dignity?
  • 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?

Local Government

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

-Government works and exists on a local level.

-It is important to have a government where we live.

Local government affects many aspects of everyday life.

The local government has a specific structure.

Describe the impact of government.

-Recognize the importance of government in a community.

-List the aspects of everyday life affected by local government.

-Describe the structure of local government.

Detail the problems and solutions that occur in government at a local level.

NJ Adventure text (p.270-73)

Formative assessment, teacher designed activities, journaling, Venn diagrams and graphic organizers, teacher observation

-Chapter Review

State Government

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

Our state government’s decisions affect our everyday lives.

-Our state government is divided into the executive, legislative, and judicial branches.

-The system of checks and balances makes sure that no single branch of government has too much power.

List ways that the government’s decisions affect the everyday lives of the people.

List and describe the branches of state government.

Describe in detail the system of checks and balances.  

Explain why it is important that no single branch of government hold all of the power.

NJ Adventure text (p.276-280)

Formative assessment, teacher designed activities, journaling, Venn diagrams and graphic organizers, teacher observation

 -Chapter review

Federal Government

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

There are three main branches of the national government.

-Each branch has specific elected officials and specific duties.

-Individuals have duties to fulfill regarding the choosing of officials to lead the government.

Name and describe the three main branches of government.

Identify the duties and responsibilities of elected officials.  

Identify and describe their civic duties as citizens of the US.

NJ Adventure text (p.282-285)

Formative assessment, teacher designed activities, journaling, Venn diagrams and graphic organizers, teacher observation

-Chapter review

Foundations of Democratic Government

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

The US functions as a representative democracy.

There are fundamental rights guaranteed to all citizens in a democratic society.

There are specific individuals who contributed and continue to contribute to the government.

Define and explain a representative democracy.

Identify key historical documents and describe the importance of key fundamental rights.

Identify and discuss historical and current leaders and their contributions to our government

Explain how national, local, and state government share power in a democracy.

NJ Adventure text (268-286)

Formative assessment, teacher designed activities, journaling, Venn diagrams and graphic organizers, teacher observation

-Chapter review

                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         -  -