GATEWAY GROUP CURRICULUM OVERVIEW

Grade 3

Social Studies

Our Community and Beyond

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.
  • American constitutional government is based on principles of limited government, shared authority, fairness, and equality.
  • There are different branches within the US Government, each with its own structure, common 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.
  • The examination of individual experiences, historical narratives, and events promotes an understanding of individual and community responses to the violation of fundamental rights.
  • The United States democratic system requires active participation of its citizens.
  • Immigrants can become and obtain the rights of American citizens.
  • The world is comprised of nations that are similar and different from the United States.
  • In an interconnected world it is important to consider different cultural perspectives before proposing solutions to local, state, national, and global challenges.
  • In an interconnected world increased collaboration is needed by individuals, groups, and nations, to solve global problems.
  • 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.
  • People make decisions based on their needs, wants, and the availability of resources.
  • Economics is a driving force for the occurrence of various events and phenomenon in society.
  • Interactions among various institutions in the local, national, and global economies influence policy-making and societal outcomes.
  • Availability of resources affects economic outcomes.
  • Understanding of financial instruments and outcomes assists citizens in making sound decisions about money, savings, spending, and investments.
  • Creativity and innovation affect lifestyle, access to information, and creation of new products and services.
  • Economic opportunities in NJ and other states are related to the availability of resources and technology.
  • Creativity and innovation have led to improvements in lifestyle, access to information, and the creation of new products.
  • Immigrants come to NJ and the US 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.
  • Cultures include traditions, popular beliefs, and commonly-held values, ideas, and assumptions that are generally accepted by a particular group of people.
  • American culture, based on specific traditions and values, has been influenced by the behaviors of different cultural groups living in the US.
  • Cultures struggle to maintain traditions in a changing society.
  • Prejudice and discrimination can be obstacles to understanding other cultures.
  • Historical symbols and the ideas and events they represent play a role in understanding and evaluating our history.
  • The cultures with which an individual or group identifies changes and evolve in response to interactions with other groups and/or in response to needs or concerns.
  • People view and interpret events differently because of the times in which they live, the experiences they have had, the perspective held by their culture, and their individual points of view.
  • Active Citizens in the 21st Century

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.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.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.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.A.13 Describe the process by which immigrants become United States citizens.      

6.1.4.A.14 Describe how the world is divided into many nations that have their own governments, languages, customs, and laws.

6.1.4.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.

6.1.4.A.16 Explore how national and international leaders, businesses, and global organizations promote human rights and provide aid to individuals and nations in need.

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.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.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.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.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.

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.13 Determine the qualities of entrepreneurs in a capitalistic society.

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.

6.1.4.C.1! 6 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.P.D.1 Describe characteristics of oneself, one’s family, and others.

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.P.D.4 Learn about and respect other cultures within the classroom and community.     

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.

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.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.13 Describe how culture is expressed through and influenced by the behavior of people.

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.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.

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.2 Contact local officials and community members to acquire information and/or discuss local issues.

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.A.4 Communicate with students from various countries about common issues of public concern and possible solutions.

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.D.1 Identify actions that are unfair or discriminatory, such as bullying, and propose solutions to address such actions.

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 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?

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

A.1.

-What is a rule?

-What is a law?

-Who creates rules and laws and why they are created?

-How do rules and laws resolve conflict and promote common good?

A.3

-What do equality and fairness mean to students?

-How these things have influenced change at the local and national levels of the US Government?

A.4

-How is government organized?

- How is the government’s power limited and defined?

A.7.

-What is a representative democracy

-How are representatives elected

-How do the representatives interact with the citizens at local, state, and national levels?

A.8

-What is the function of the government at each level?

-What are the services provided and what are the impacts of these services?

-What is the impact of the government’s policy decisions?

A.9

-What is a fundamental right?

-How did individuals and groups respond when their fundamental rights were violated?

A.10.

-Who was Dr. Martin Luther King, Jr?

-Who were other civil rights leaders who fought for social change?

-How did they inspire change for future generations?

A.11.

-What is a civic responsibility?

-How does a country depend on citizens exercising their civic responsibility?

A.12.

-How is change created at the local, state, and national level?

A.13.

-What are immigrants?

-How do immigrants become US citizens?

A.14

-The world is divided into many nations.

- These nations each have their own governments, languages, customs, and laws.

A.15.

-What is diversity?

-What makes a culture diverse?

-Why do diverse cultures come together?

-How do they find solutions to problems on the local, state, national, and global level?

A.16

-What is a global organization?

-How do nations and organizations provide aide to nations in need?

-What classifies a “nation in need”?

A.1

What makes a good rule or law?

A.2

Why is it important to contact local officials and community members to acquire information about local issues?

A.3

What is a group action plan?

Why is it important to develop one?
Why is it important to inform school and community members about the issues?

A.4

Why is it important for countries to communicate with each other about common issues?

A.1.

-Define a rule and a law and provide examples of each

-Explain who creates laws and why they are created

-Provide examples of conflict resolutions through laws

-Provide examples of how rules and laws promote the common good

A.3

- Provide examples of equality and fairness in their own lives

-Describe the influence of historical and present figures and how they have changed things for the common good

A.4

Explain the powers of the government and how they are distributed.

-Describe the positions in a community’s local government.

A.7.

-Explain the process by which representatives are elected.

-Recognize the contributions of the selectees’ at each of the levels.

-Describe a representative democracy and how the US functions using it.

-Describe how representatives interact with citizens.

A.8

-Compare and contrast the government functions at each level

-Describe the impact that is made on a community, state, and national level.

A.9.

-Explain and describe examples of fundamental rights

-Which groups or people felt that their rights were violated?

-Describe the responses of individuals and groups whose fundamental rights were violated.

A.10.

- Give a brief description of the life and works of Dr. Martin Luther King, Jr.

-Recognize other civil rights leaders and their actions

-Describe ways that these civil rights leaders inspired future change

A.11

Define civic responsibilities and provide examples of how to exercise these.

-Create a list of own civic responsibilities

-Interpret how civic responsibilities influence decision-making.

A.12

-Explain the process of how change is created at each of the levels.

A.13

-Describe the process by which immigrants become US citizens.

-Articulate the hardships faced by immigrants and the reasons they chose to come to America.

A.14

-Explain why nations adopt different governments and laws.

-Explain why nations acquire different cultures and languages.

-Be able to accurately describe the proximity of different nations of the world in relation to students’ own community.

A.15

-Define diversity.

-Identify and describe a diverse culture

-List reasons why cultures may collaborate to find solutions to problems on various levels.

A.16

-List and define global organizations.

-List ways that nations and organizations have assisted those in need.

-Provide solutions to aide individuals and nations in need

A.1

Provide examples of good rules and laws.

A.2

Students contact local officials/community members to discuss local issues in their community.

A.3

Create a group action plan.

Support plan by stating its importance and using plan to inform community or school members about an important issue.

A.4

Encourage communication between students of diverse countries and backgrounds based on a common problem.

List possible problems and solutions where communication between students of different countries would be beneficial.

A.1.

-SSA Lesson 12 (Lesson guide pages 152-159)

A.3

-SSA Lesson 6 (Lesson guide pages 64-69)

A.4

-SSA Lesson 12 (Lesson guide pages 152-159)

-SSA Lesson 11 (Lesson guide pp130-133)

A.7.

-SSA Lesson 12 (Lesson guide pages 152-159)

-SSA Lesson 11 (Lesson guide pp130-133)

A.8.

-SSA Lesson 12 (Lesson guide pages 152-159)

-SSA Lesson 10 (Lesson guide pp116-119)

-SSA Lesson 11 (Lesson guide pp130-133)

A.9

-SSA Lesson 6 (Lesson guide pages 64-69)

-SSA Lesson 12 (Lesson guide pages 152-159)

-SSA Lesson 11 (Lesson guide pp130-133)

-SSA Lesson 2 (Lesson guide pp14-18)

A.10

-SSA Lesson 4 (Lesson guide pp 36-43)

-SSA Lesson 6 (Lesson guide pages 64-69)

-SSA Lesson 12 (Lesson guide pages 152-159)

-SSA Lesson 2( Lesson guide pp 14-18)

A.11

--SSA Lesson 4 (Lesson guide pp 36-43)

-SSA Lesson 6 (Lesson guide pages 64-69)

-SSA Lesson 12 (Lesson guide pages 152-159)

-SSA Lesson 2( Lesson guide pp 14-18)

-SSA Lesson 10 (Lesson guide pp116-119)

A.12

-SSA Lesson 12 (Lesson guide pages 152-159)

-SSA Lesson 2( Lesson guide pp 14-18)

-SSA Lesson 10 (Lesson guide pp116-119)

A.13

--SSA Lesson 4 (Lesson guide pp 36-43)

Appendix from 2007 SS Binder (Immigration activities)

A.14

--SSA Lesson 7 (Lesson guide pp 80-84)

-SSA Lesson 14 (Lesson guide pp 178-182)

--SSA Lesson 4 (Lesson guide pp 36-43)

SSA Lesson 13 (pp172-174)

-SSA Lesson 5 (Lesson guide pp52-56)

SSA Lesson 1 (Lesson guide p 2-7)

A.15

-SSA Lesson 14 (Lesson guide pp 178-182)

--SSA Lesson 4 (Lesson guide pp 36-43)

A.16.

-SSA Lesson 14 (Lesson guide pp 178-182)

--SSA Lesson 4 (Lesson guide pp 36-43)

-SSA Lesson 6 (Lesson guide pages 64-69)

A.1

-SSA Lesson 12 (Lesson guide pages 152-159)

A.2

SSA Lesson 12 (Lesson guide pages 152-159)

-SSA Lesson 11 (Lesson guide pp130-133)

-SSA Lesson 8 (Lesson guide pp90-94)

A.3

-SSA Lesson 14 (Lesson guide pp 178-182)

SSA Lesson 6 (Lesson guide pages 64-69)

-SSA Lesson 10 (Lesson guide pp116-119)

A.4

-SSA Lesson 14 (Lesson guide pp 178-182)

--SSA Lesson 7 (Lesson guide pp 80-84)

A.1.

SSA Lesson 12 Assessment (pp160-162)

Teacher Observations

Student Oral/Written responses

A.3

SSA Lesson 6 Assessment (p 72)

Teacher Observations

Student Oral/Written responses (SSA pp76-79)

A.4.

SSA Lesson 12 Assessment (pp160-162)

Teacher Observations

Student Oral/Written responses

SSA Lesson 11 Assessment (pp 135-137)

Informational poster for each position in local government

A.7.

-SSA Lesson 12 (Lesson guide pages 152-159)

Teacher Observations

Student Oral/Written responses

SSA Lesson 11 Assessment (pp 135-137)

Informational poster for each position

A.8

SSA Lesson 12 Assessment (pp160-162)

Teacher Observations

Student Oral/Written responses

-SSA Lesson 10 (Lesson guide pp116-119)

Venn Diagram

SSA Lesson 11 Assessment (pp 135-137)

Informational poster for each position

A.9

SSA Lesson 6 Assessment (p 72)

Teacher Observations

Student Oral/Written responses (SSA pp76-79)

SSA Lesson 12 Assessment (pp160-162)

SSA Lesson 11 Assessment (pp 135-137)

-SSA Lesson 2 Assessment (p19-21)

A.10

Student oral and written responses

-SSA Lesson 4 Assessment (p44-46)

SSA Lesson 6 Assessment (p 72)

SSA Lesson 12 Assessment (pp160-162)

SSA Lesson 2 Assessment (pp19-21)

A.11.

-SSA Lesson 4 Assessment (p44-46)

SSA Lesson 6 Assessment (p 72)

SSA Lesson 12 Assessment (pp160-162)

SSA Lesson 2 Assessment (pp19-21)

-SSA Lesson 10 (Lesson guide pp116-119)

A.12.

SSA Lesson 12 Assessment (pp160-162)

SSA Lesson 2 Assessment (pp19-21)

-SSA Lesson 10 (Assessment pp120-122)

A.13

-SSA Lesson 4 Assessment (p44-46)

Appendix from 2207 binder – Immigration journal

A.14

-SSA Lesson 7 (p85-87)

Student written and oral responses

SSA Lesson 14 (p184-186)

-SSA Lesson 4 Assessment (p44-46)

SSA Lesson 6 Assessment (p 72)

-SSA Lesson 5 (p58-60)

-SSA Lesson 1 (p9-11)

A.15

SSA Lesson 14 (p184-186)

-SSA Lesson 4 Assessment (p44-46)

A.16

SSA Lesson 14 (p184-186)

-SSA Lesson 4 Assessment (p44-46)

SSA Lesson 6 Assessment (p 72)

A.1

SSA Lesson 12 Assessment (pp160-162)

A.2

SSA Lesson 12 Assessment (pp160-162)

SSA Lesson 11 Assessment (pp 135-137)

SSA Lesson 8 (p 96-98)

A.3

SSA Lesson 14 (p184-186)

SSA Lesson 6 Assessment (p 72)

SSA Lesson 10 (Assessment pp120-122)

A.4

SSA Lesson 14 (p184-186)

SSA Lesson 7 (p85-87)

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

B .1.

-What are the reasons and uses for different types of maps?

-What are the key terms for different types of maps?

B.2

-What is cultural diffusion?

-What is economic interdependence?

-Why are physical and political maps used?

- How are these types of maps used to explain the contribution of cultural diffusion and economic interdependence?

B.3

What is latitude and longitude?

What constitutes a digital geographic tool?

What tools can be used to measure distances (on Earth)

B.4

What are landforms, climate, and weather?

Why do people move based on these terms?

-Why would the availability of resources affect people’s ability to live and work?

How are these resources affected by climate and weather?

B.5.

How does human interaction affect the environment in NJ and the US?

What impacts the environment?

B.6.

What are the characteristics of certain regions of the United States?

What is the definition of economics?

What is the definition of politics?

What is the definition of regionalism?

What are some of the main reasons that people choose to relocate?

B.7.

What makes one settlement more suitable than another?

What are some locations in NJ  and the US that would make suitable settlements?

B.8.

What is a natural resource?

How do people use them?

How are natural resources divided?

B.9.

What are some advances in science and technology that affect the environment?

What are some environmental concerns faced by society?

What are some actions that can be taken to address these environmental issues?

B.10

What are some major cities in NJ, the US, and in major world regions?

How can distance influence cultural differences?

How can maps, globes, and demographic tools be used to understand cultural differences?

B.1.

What is an advocacy project?

Why is it important to develop one?

What issues and solutions should be posed at the local and state level regarding the environment?

B.1.

- List and define different types of maps and the uses of each type.

-Define the terminology associated with each type of map.

-List the information found on maps (compare and contrast)

B.2

-Define the terms “cultural diffusion” and “economic interdependence” and explain the importance of each.

-Describe the reasons behind the use of physical and political maps.

-List reasons why cultures and the economy depend on proximity and location.

B.3

-Define latitude and longitude.

-Define and list types of digital geographic tools.  Demonstrate basic use of these tools.

-Give examples of tools that can be used to measure distances on earth.

 

B.4

Define landforms, climate, and weather.

-Describe reasons why people move to different locations.

-Define resources and describe how these affect the ability to live and work.

-Describe how these resources are affected by both climate and weather.

B.5.

List ways that humans have had either positive or negative impacts on the environment of NJ and the US.

Describe solutions to environmental problems.

B.6.

List several characteristics of regions of the US

List causes of regionalism.

Define the terms: economic, political, and regionalism.

Compare and contrast regions of the US based on culture, politics, and economics.

Describe the local community in terms of culture, politics, and economics.

B.7.

Explain some characteristics of a suitable settlement.

List locations that would make suitable settlements and the reasons for each possible location.

B.8

Define natural resources and their uses

Describe ways in which natural resources are divided.

B.9.

Define environmental issues and list examples of these.

List examples of past and present environmental concerns.

Describe actions that can be taken (or have been taken) to address these concerns.  

B.10

List major cities in NJ, the US, and in major world regions.

List ways that differences can influence cultural differences.

List ways that maps, globes, and demographic tools can be used to understand cultural differences.

B.1

Define advocacy and list possible problems and solutions regarding the environment.

Create an advocacy project to be presented at the state or local level regarding an environmental issue and solution.

B.1.

--SSA Lesson 7 (Lesson guide pp 80-84)

-SSA Lesson 14 (Lesson guide pp 178-182)

--SSA Lesson 4 (Lesson guide pp 36-43)

-SSA Lesson 6 (Lesson guide pages 64-69)

-SSA Lesson 9 (Lesson guide pages 106-`109)

-SSA Lesson 2( Lesson guide pp 14-18)

SSA Lesson 1 (Lesson guide p 2-7)

SSA Lesson 3 (Lesson guide p24-28)

B.2

SSA Lesson 1 (Lesson guide p 2-7)

SSA Lesson 3 (Lesson guide p24-28)

B.3

SSA Lesson 1 (Lesson guide p 2-7)

SSA Lesson 3 (Lesson guide p24-28)

B.4

--SSA Lesson 7 (Lesson guide pp 80-84)

-SSA Lesson 14 (Lesson guide pp 178-182)

-SSA Lesson 9 (Lesson guide pages 106-`109)

SSA Lesson 3 (Lesson guide p24-28)

-SSA Lesson 5 (Lesson guide pp52-56)

-SSA Lesson 10 (Lesson guide pp116-119)

-SSA Lesson 8 (Lesson guide pp90-94)

SSA Lesson 13 (Lesson guide 168-171)

B.5.

SSA Lesson 13 (Lesson guide 168-171)

B.6.

--SSA Lesson 7 (Lesson guide pp 80-84)

-SSA Lesson 14 (Lesson guide pp 178-182)

SSA Lesson 1 (Lesson guide p 2-7)

SSA Lesson 3 (Lesson guide p24-28)

-SSA Lesson 5 (Lesson guide pp52-56)

B.7

SSA Lesson 3 (Lesson guide p24-28)

-SSA Lesson 5 (Lesson guide pp52-56)

SSA Lesson 1 (Lesson guide p 2-7)

--SSA Lesson 7 (Lesson guide pp 80-84)

-SSA Lesson 2( Lesson guide pp 14-18)

B.8

SSA Lesson 13 (Lesson guide 168-171)

B.9

-SSA Lesson 14 (Lesson guide pp 178-182)

SSA Lesson 13 (Lesson guide 168-171)

SSA Lesson 6 (Lesson guide pages 64-69)

B.10

SSA Lesson 3 (Lesson guide p24-28)

-SSA Lesson 5 (Lesson guide pp52-56)

SSA Lesson 1 (Lesson guide p 2-7)

--SSA Lesson 7 (Lesson guide pp 80-84)

-SSA Lesson 2( Lesson guide pp 14-18)

--SSA Lesson 4 (Lesson guide pp 36-43)

-SSA Lesson 6 (Lesson guide pages 64-69)

B.1

-SSA Lesson 14 (Lesson guide pp 178-182)

SSA Lesson 13 (Lesson guide 168-171)

B.1.

-SSA Lesson 7 (p85-87)

SSA Lesson 14 (p184-186)

-SSA Lesson 4 Assessment (p44-46)

SSA Lesson 6 Assessment (p 72)

SSA Lesson 9 Assessment (p110-112)

SSA Lesson 2 Assessment (pp19-21)

-SSA Lesson 1 (p9-11)

-SSA Lesson 3 Assessment (p29-31)

B.2

-SSA Lesson 1 (p9-11)

-SSA Lesson 3 Assessment (p29-31)

B.3.

-SSA Lesson 1 (p9-11)

-SSA Lesson 3 Assessment (p29-31)

B.4

SSA Lesson 7 (p85-87)

SSA Lesson 14 (p184-186)

SSA Lesson 9 Assessment (p110-112)

-SSA Lesson 3 Assessment (p29-31)

SSA Lesson 5 (p58-60)

SSA Lesson 8 (p 96-98)

SSA Lesson 10 (Assessment pp120-122)

SSA Lesson 13 (Lesson guide 168-171)

B.5.

SSA Lesson 13 (PP172-174)

B.6.

SSA Lesson 7 (p85-87)

SSA Lesson 14 (p184-186)

-SSA Lesson 1 (p9-11)

-SSA Lesson 3 Assessment (p29-31)

SSA Lesson 5 (p58-60)

B.7

-SSA Lesson 3 Assessment (p29-31)

SSA Lesson 5 (p58-60)

-SSA Lesson 1 (p9-11)

SSA Lesson 7 (p85-87)

SSA Lesson 2 Assessment (pp19-21

B.8

SSA Lesson 13 (pp172-174)

B.9

SSA Lesson 14 (p184-186)

SSA Lesson 13 (pp172-174)

SSA Lesson 6 Assessment (p 72)

B.10

SSA Lesson 1 (p9-11)

-SSA Lesson 3 Assessment (p29-31)

SSA Lesson 5 (p58-60)

SSA Lesson 7 (p85-87)

SSA Lesson 2 Assessment (pp19-21

-SSA Lesson 4 Assessment (p44-46)

SSA Lesson 6 Assessment (p 72)

B.1

SSA Lesson 14 (p184-186)

SSA Lesson 13 (pp172-174)

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

C. 12

How do you define a prominent figure?

What ideas, innovations, or inventions have these figures contributed to NJ?

C.13

What is an entrepreneur?

What is a capitalistic society?

C.14.

Where is NJ in relation to the rest of the world?

What are the different regions of NJ?

What role do they play in economic opportunities?

C.15

What are examples of different transportation systems?

How do they impact economics in NJ and the United States?

C.16

What were inventions and achievements that led to change in certain historical periods in various cultures?

C.17

How does technology change society from agriculture to industry?

What is the difference between an agricultural, industrial, and informational society?

C.18

How have communication systems led to the spread of ideas throughout the U.S. an the world?

C.1

What are some economic issues that impact children?

C.12

Students will be able to describe the contributions of a prominent figure, both in history and in society today.

C.13

What are the qualities of an entrepreneur?

How do entrepreneurs affect society?

C.14

Students will be able to locate the state of NJ in our continent.

Students will name the regions of NJ and their effects on economics.

C.15

Students will name and describe transportation systems.

Students will be able to describe how they affect local and national economy.

C.16.

Students will describe various inventions and achievements that led to change.

C.17

Describe how technology influences change.

Compare and contrast the differences between the three different types of societies.

C.18

Describe several different communication systems, past and present.

Explain how these communication systems led to the spread of ideas.

C.1

Determine and list economic issues that impact children.

Create and develop a group initiative to address these economic issues.

C.12

-SSA Lesson 6(Lesson guide 64-69)

C.13

-SSA Lesson 8 (Lesson guide p90-95)

C.14

SSA  Lesson 2 (Lesson Guide 14-18)

-SSA Lesson 3(Lesson Guide 24-28)

C.15

-SSA Lesson 3(Lesson Guide 24-28)

SSA Lesson 5 (Lesson guide pp52-56)

SSA Lesion 8 (Lesson guide p90-95)

SSA Lesson 9 (Lesson guide pages 106-`109)

-SSA Lesson 10 (Lesson guide pp116-119)

SSA Lesson 13 (Lesson guide 168-171)

SSA Lesson 14 (Lesson guide pp 178-182)

C.16

-SSA Lesson 6(Lesson guide 64-69)

C.17

SSA Lesson 8 (Lesson guide p90-95)

C.18

SSA Lesson 8 (Lesson guide p90-95)

C.1

SSA Lesson 8 (Lesson guide p90-95)

SSA Lesson 9 (Lesson guide pages 106-`109)

C.12.

SSA Lesson 6 (p70-72)

C.13.

-SSA Lesson 8 (p96-98)

C.14

-SSA Lesson 2 (p.19-21)

-SSA Lesson 3 (p.29-31)

C.15

-SSA Lesson 3 (p.29-31)

SSA Lesson 5 (p58-60)

SSA Lesson 8 (p 96-98)

SSA Lesson 9 Assessment (p110-112)

SSA Lesson 10 (Assessment pp120-122)

SSA Lesson 13 (pp172-174)

SSA Lesson 14 (p184-186)

C.16

SSA Lesson 6 (p70-72)

C.17

SSA Lesson 8 (p 96-98)

C.18

SSA Lesson 8 (p 96-98)

C.1

SSA Lesson 8 (p 96-98)

SSA Lesson 9 Assessment (p110-112)

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

D.1.

What effects did the European colonization of America have on the Native Americans (including the Lenni Lenape)?

Who are the Lenni Lenape and where did they live?

D.2

What is immigration and why do groups immigrate to NJ and America?

What are some of the challenges that they faced?

D.3

What is the impact of voluntary and involuntary immigration on America?

D.4

What events led to the creation of the United States and  NJ?

D.5

 What are some key historical documents that led to the development of the US?

D.6

Who were the leaders that contributed to the development of the US government?

What qualities did these leaders possess?

D.7

Who was Governor William Livingston?

What role did he play in the development of the NJ  Government?

D.8

What was the Revolutionary War?

What was the significance of NJ’s role in the American Revolution?

D.9

What is trans-Atlantic slavery?

How did it impact NJ, the nation, and individuals?

D.10

How do Native American cultures influence different regions of NJ?

D.11

How have local and state communities changed over time?

What are the reasons for these changes?

D.12

Who are some historical and fictional characters from NJ and other areas of the US?

What did they contribute to American heritage?

D.13

How is culture expressed through and influenced by the behavior of people?

D.14

How did the American Identity evolve over time?

D.15

How do various cultures deal with conflict between maintaining traditional beliefs and practices?

How and why do these groups adopt new beliefs and practices?

D.16

 What is a stereotype?

What is prejudice?

How do stereotyping and prejudice lead to conflict?

D.17

What is the role of historical symbols, monuments, and holidays?

What effect do they have on the American identity?

D.18

How does an individual’s beliefs, values, and traditions reflect more than one culture?

D.19

Why do people interpret experiences and events differently, depending on culture and perspective?

D.20

What does the term “interconnected” world mean?

Why is it important to understand the perspective of other cultures in an interconnected world?

D.1

What does discrimination mean?

What are some solutions that address the problems associated with discrimination?

D.1

Describe the effects that colonization had on Native American tribes.

-Describe the Lenni Lenape and focus on the impact of colonization upon that particular tribe.

D.2

Define immigration and explain why groups immigrate to different areas.

Describe challenges faced by these groups.

D.3

Describe this historical impact of immigration on America’s growth.

Describe the impact of immigration on America today.

D.4

Describe the events that led to the creation of both the US and NJ.

D.5

Identify key historical documents.

Relate these documents to present day government in the US.

D.6.

Name and describe the qualities of different leaders of the US government.

D.7

Describe the role of William Livingston and his contribution to NJ as governor.

D.8

Briefly describe the American Revolution.

Describe the roll that NJ played during this time.

D.9

Describe and define trans-Atlantic slavery.  

Determine how this type of slavery impacted NJ, the nation, and individuals.

D.10

Determine the regions these cultures are located.

Describe the way the cultures influenced each region.

D.11

Describe changes in local and state government.

Explain why these changes occurred.

D.12

Name and describe historical and fictional characters from the US and NJ.

-Determine what they contributed to American Heritage.

D.13

Determine and describe the ways that culture is expressed and related to the behavior of people.

D.14

Trace how the American Identity evolved over time.

D.15

Describe cultural groups’ beliefs and practices.

Determine how and why cultures would adopt new beliefs and practices.

Determine conflicts between old and new beliefs and practices.

D.16

Accurately define stereotype and prejudice.

Provide examples of each from past and present.

D.17

Explain and provide examples of symbols, monuments, and holidays.

Determine the effects that these things have on the American identity.

D.18

Describe ways that an individual’s beliefs, values, and traditions can reflect more than one culture.

D.19

Describe and reflect upon the ways that people interpret events. Show how this directly relates to each individual’s cultural perspective.

D.20

Define the idea of an interconnected world.

Determine the importance of understanding the perspective of other cultures.

Decide how this is necessary in an interconnected world.

D.1

Define discrimination and bullying.  

Propose solutions that address these sorts of actions.

D.1

SSA Lesson 5 (Lesson guide pp52-56)

D.2

SSA Lesson 4 (Lesson guide pp 36-43)

SSA Lesson 5 (Lesson guide pp52-56)

D.3

SSA Lesson 4 (Lesson guide pp 36-43)

SSA Lesson 5 (Lesson guide pp52-56)

D.4

SSA Lesson 12 (Lesson guide pages 152-159)

D.5

SSA  Lesson 2 (Lesson Guide 14-18)

SSA Lesson 11 (Lesson guide pp130-133)

SSA Lesson 12 (Lesson guide pages 152-159)

D.6

SSA Lesson 12 (Lesson guide pages 152-159)

SSA Lesson 10 (Lesson guide pp116-119)

SSA Lesson 14 (Lesson guide pp 178-182)

D.7

SSA Lesson 6(Lesson guide 64-69)

D.9

SSA Lesson 4 (Lesson guide pp 36-43)

D.10

SSA Lesson 5 (Lesson guide pp52-56)

D.11

SSA Lesson 3(Lesson Guide 24-28

D.12

SSA Lesson 10 (Lesson guide pp116-119)

-SSA Lesson 2( Lesson guide pp 14-18)

SSA Lesson 1 (Lesson guide p 2-7)

-SSA Lesson 6(Lesson guide 64-69)

D.13

SSA Lesson 2( Lesson guide pp 14-18)

SSA Lesson 5 (Lesson guide pp52-56)

D.14

SSA Lesson 10 (Lesson guide pp116-119)

-SSA Lesson 2( Lesson guide pp 14-18)

SSA Lesson 1 (Lesson guide p 2-7)

-SSA Lesson 6(Lesson guide 64-69)

D.15

SSA Lesson 5 (Lesson guide pp52-56)

D.16

--SSA Lesson 4 (Lesson guide pp 36-43)

-SSA Lesson 6(Lesson guide 64-69)

D.17

--SSA Lesson 4 (Lesson guide pp 36-43)

-SSA Lesson 6(Lesson guide 64-69)

SSA Lesson 5 (Lesson guide pp52-56)

SSA Lesson 1 (Lesson guide p 2-7)

SSA Lesson 14 (Lesson guide pp 178-182)

D.18

SSA Lesson 5 (Lesson guide pp52-56)

SSA Lesson 14 (Lesson guide pp 178-182)

D.19

SSA Lesson 5 (Lesson guide pp52-56)

SSA Lesson 14 (Lesson guide pp 178-182)

D.20

SSA Lesson 5 (Lesson guide pp52-56)

SSA Lesson 14 (Lesson guide pp 178-182)

--SSA Lesson 7 (Lesson guide pp 80-84)

D.1

SSA Lesson 7 (Lesson guide pp 80-84)

D.1.

SSA Lesson 5 (p58-60)

D.2

SSA Lesson 4 Assessment

 SSA Lesson 5 (p58-60)

 (p44-46)

D.3

SSA Lesson 4 (Lesson guide pp 36-43)

SSA Lesson 5 (Lesson guide pp52-56)

D.4

SSA Lesson 12 Assessment (pp160-162)

D.5

SSA Lesson 2 (p.19-21

SSA Lesson 11 Assessment (pp 135-137)

SSA Lesson 12 Assessment (pp160-162)

D.6

SSA Lesson 12 Assessment (pp160-162)

SSA Lesson 10 (Assessment pp120-122)

SSA Lesson 14 (p184-186)

D.7

SSA Lesson 6 (p70-72)

D.9

-SSA Lesson 4 Assessment (p44-46)

D.10

SSA Lesson 5 (p58-60)

D.11

SSA Lesson 3 (p.29-31)

D.12

SSA Lesson 10 (Assessment pp120-122)

SSA Lesson 2 (p.19-21)

SSA Lesson 1 (p9-11)

SSA Lesson 6 (p70-72)

D.13

SSA Lesson 2 (p.19-21)

SSA Lesson 5 (p58-60)

D.14

SSA Lesson 10 (Assessment pp120-122)

SSA Lesson 2 (p.19-21)

SSA Lesson 1 (p9-11)

SSA Lesson 6 (p70-72)

D.15

SSA Lesson 5 (p58-60)

D.16

SSA Lesson 4 Assessment (p44-46)

SSA Lesson 6 Assessment (p 72)

SSA Lesson 2 (p.19-21)

SSA Lesson 11 Assessment (pp 135-137)

D.17

SSA Lesson 4 Assessment (p44-46)

SSA Lesson 6 Assessment (p 72)

SSA Lesson 5 (p58-60)

-SSA Lesson 1 (p9-11)

SSA Lesson 14 (p184-186)

D.18

SSA Lesson 5 (p58-60)

SSA Lesson 14 (p184-186)

D.19

SSA Lesson 5 (p58-60)

SSA Lesson 14 (p184-186)

D.20

SSA Lesson 5 (p58-60)

SSA Lesson 14 (p184-186)

SSA Lesson 7 (p85-87)

D.1

SSA Lesson 7 (p85-87)

                Evidence of Learning

Assessment:

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

Equipment Needed:

  • Social Studies Alive – Our Community and Beyond
  • The Gift of the Sacred Dog
  • Arrow to the Sun
  • Pueblo Indians
  • Carl, the Complainer
  • Saturday Sancocho
  • Little Nino’s Pizzeria
  • Uncle Jeb’s Barbershop
  • Ox Cart Man
  • Chester the Worldly Pig
  • Easter Woodland Indians
  • The Keeping Quilt

Teacher Resources:

Social Studies Alive! Our Community and Beyond

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.

  • 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 3                                                                                   -  -