GATEWAY GROUP CURRICULUM OVERVIEW
Kindergarten
Social Studies
Me and My World | ||||||
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.P.A.1 Demonstrate an understanding of rules by following most classroom routines. 6.1.P.A.2 Demonstrate responsibility by initiating simple classroom tasks and jobs. 6.1.P.A.3 Demonstrate appropriate behavior when collaborating with others. 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.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.9 Compare and contrast responses of individuals and groups, past and present, to violations of fundamental rights. 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.A.14 Describe how the world is divided into many nations that have their own governments, languages, customs, and laws. 6.1.P.B.1 Develop an awareness of the physical features of the neighborhood/community. 6.1.P.B.2 Identify, discuss, and role-play the duties of a range of community workers. 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.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.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.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.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.P.D.1 Describe characteristics of oneself, one’s family, and others. 6.1.P.D.2 Demonstrate an understanding of family roles and traditions 6.1.P.D.3 Express individuality and cultural diversity (e.g., through dramatic play). 6.1.P.D.4 Learn about and respect other cultures within the classroom and community. 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.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.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.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. 6.3.4.A.1 Evaluate what makes a good rule or law. 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 | ||||||
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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! Me and My World |
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.K.RF.K.4.B Read grade level text for purpose and understanding. LA.K.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. LA.K.RI.K.1 With prompting and support, ask and answer questions about key details in a text. LA.K.RI.K.2 With prompting and support, identify the main topic and retell key details of a text. LA.K.RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. LA.K.RL.K.1 With prompting and support, ask and answer questions about key details in a text (e.g., who, what, where, when, why, how). LA.K.RL.K.4 Ask and answer questions about unknown words in a text. |
| By the end of 4th grade,
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Kindergarten - -